﻿
@article{ WOS:000291929600003,
Author = {Timarova, Sarka and Salaets, Heidi},
Title = {Learning styles, motivation and cognitive flexibility in interpreter
   training Self-selection and aptitude},
Journal = {INTERPRETING},
Year = {2011},
Volume = {13},
Number = {1},
Pages = {31-52},
Abstract = {Admission testing for conference interpreter training programmes
   traditionally focuses on skills directly related to the interpreting
   skills, and while soft skills, such as motivation, are recognised as
   important, they are not systematically tested or researched. The present
   study attempts to address this gap by exploring three traits and
   abilities, namely learning styles, motivation and cognitive flexibility,
   and to relate them to students' self-selection for interpreting and to
   their success on final exams. Three tests were used to compare a group
   of self-selected interpreting students and applicants (n = 32) and a
   subgroup of conference interpreting students (n = 14) to a control group
   of undergraduate students (n = 104), from among whom the majority of
   Lessius University College interpreting students are recruited: the
   Inventory of Learning Styles (Vermunt \& Rijswijk 1987), the Achievement
   Motivation Test (Hermans 1968/2004) and the Wisconsin Card Sorting Test
   (Grant \& Berg 1948). The results show that self-selected interpreting
   students are cognitively more flexible and are less negatively affected
   by anxiety. Compared to the control group, successful conference
   interpreting students, but not unsuccessful students, are cognitively
   more flexible and benefit more from some level of anxiety. Moreover, all
   conference interpreting students are less affected by stress than the
   control group and seem to have more clearly developed learning
   preferences.},
Publisher = {JOHN BENJAMINS PUBLISHING COMPANY},
Address = {PO BOX 36224, 1020 ME AMSTERDAM, NETHERLANDS},
Type = {Article},
Language = {English},
Affiliation = {Timarova, S (Corresponding Author), Lessius Hogesch, Dept Appl Language Studies, Sint Andriesstr 2, B-2000 Antwerp, Belgium.
   Timarova, Sarka; Salaets, Heidi, Lessius Univ Coll, Antwerp, Belgium.},
DOI = {10.1075/intp.13.1.03tim},
ISSN = {1384-6647},
Keywords = {conference interpreter training; admission tests; soft skills;
   motivation; learning styles; anxiety; cognitive flexibility},
Keywords-Plus = {ENVIRONMENT; STRATEGIES; COURSES},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics; Language \& Linguistics},
Author-Email = {sarka.timarova@lessius.eu
   heidi.salaets@lessius.eu},
Affiliations = {KU Leuven},
ORCID-Numbers = {Salaets, Heidi/0000-0002-0148-4188},
Cited-References = {{[}Anonymous], 1993, INTERPRETERSNEWSLETT.
   {[}Anonymous], 1990, ASPECTS APPL EXPT RE.
   {[}Anonymous], 2007, INTERPRETING, DOI DOI 10.1075/INTP.9.1.05LOP.
   {[}Anonymous], 1994, INVENTORY LEARNING S.
   {[}Anonymous], 1991, META, DOI DOI 10.7202/003383AR.
   ATKINSON JW, 1958, MOTIVES FANTASY ACTI, P278.
   Bibliographic references AIIC Training Committee, 2006, C INT TRAIN PROGR BE.
   Blumberg M., 1982, ACAD MANAGE REV, V7, P560, DOI {[}DOI 10.5465/AMR.1982.4285240, 10.5465/amr.1982.4285240].
   Carroll J.B., 1962, TRAINING RES ED, P87.
   Gerver D., 1989, META, V34, P724, DOI 10.7202/002884ar.
   GRANT DA, 1948, J EXP PSYCHOL, V38, P404, DOI 10.1037/h0059831.
   HASTON AG, 1974, THESIS TEXAS TU.
   HERMANS HJM, 1970, J APPL PSYCHOL, V54, P353, DOI 10.1037/h0029675.
   HERMANS HJM, 1967, MOTIVATIE PRESTATIE.
   HERMANS Hubert, 1968, PRESTATIE MOTIVATIE.
   Hill EL, 2004, TRENDS COGN SCI, V8, P26, DOI 10.1016/j.tics.2003.11.003.
   Howell D. C., 2001, STAT METHODS PSYCHOL.
   Jimenez Ivars A., 2001, INTERPRETERSNEWSLETT, V9, P105.
   Jimenez Ivars Amparo, 2002, QUADERNS REV TRADUCC, V8, P77.
   Kalina S., 2000, INTERPRETERSNEWSLETT, V10, P3.
   LEFEAL KD, 1998, INTERPRETERS NEWSLET, V8, P41.
   Lindblom-Ylanne S, 1999, LEARN INSTR, V9, P1.
   Mackintosh Jennifer., 1999, INTERPRETING, V4, P67, DOI {[}10.1075/intp.4.1.08mac, DOI 10.1075/INTP.4.1.08MAC].
   Matthews G., 2000, HUMAN PERFORMANCE CO.
   MEYER JHF, 1990, HIGH EDUC, V20, P67, DOI 10.1007/BF00162205.
   Moser Barbara, 1984, THEORIE UBERSETZENS, P318.
   Moser-Mercer B., 2000, LANGUAGE PROCESSING, DOI {[}10.1075/btl.40.09mos, DOI 10.1075/BTL.40.09MOS].
   Moser-Mercer B., 1994, BRIDGING GAP, P57, DOI 10.1075/btl.3.07mos.
   Moser-Mercer B, 2008, INTERPRET TRANSL TRA, V2, P1.
   Niska H., 2002, INTERPRETING 21 CENT, P133, DOI DOI 10.1075/BTL.43.14NIS.
   Rejskova Jana, 1999, FOLIA TRANSLATOLOGIC, V6, P41.
   Russo M, 2004, META, V49, P409, DOI 10.7202/009367ar.
   Sackett PR, 2007, J APPL PSYCHOL, V92, P538, DOI 10.1037/0021-9010.92.2.538.
   Sawyer David, 2004, FUNDAMENTAL ASPECTS.
   SCOTT WA, 1962, SOCIOMETRY, V25, P405, DOI 10.2307/2785779.
   Setton Robin., 1994, TEACHING TRANSLATION, P183, DOI {[}10.1075/btl.5.27set, DOI 10.1075/BTL.5.27SET].
   Shaw S., 2004, INTERPRETING, V6, P69.
   Shaw S., 2008, P 17 NAT CONV C INT, P91.
   Sunnari M., 2002, TEACHING SIMULTANEOU, P23.
   Taylor Christopher, 1997, TRANSLATOR, V3, P247.
   Timarova S, 2008, INTERPRET TRANSL TRA, V2, P29, DOI 10.1080/1750399X.2008.10798765.
   Timarova S, 2009, AM TRANSLAT AS SCH, V14, P225.
   Vermetten YJ, 1999, HIGH EDUC, V37, P1, DOI 10.1023/A:1003573727713.
   Vermunt JD, 2004, EDUC PSYCHOL REV, V16, P359, DOI 10.1007/s10648-004-0005-y.
   VERMUNT JDH, 1987, INVENTARIS LEERSTIJL.
   Wierstra RFA, 2003, HIGH EDUC, V45, P503, DOI 10.1023/A:1023981025796.},
Number-of-Cited-References = {46},
Times-Cited = {49},
Usage-Count-Last-180-days = {1},
Usage-Count-Since-2013 = {60},
Journal-ISO = {Interpreting},
Doc-Delivery-Number = {781KD},
Web-of-Science-Index = {Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)},
Unique-ID = {WOS:000291929600003},
DA = {2023-10-02},
}

@article{ WOS:000353706700007,
Author = {Cai, Rendong and Dong, Yanping and Zhao, Nan and Lin, Jiexuan},
Title = {Factors contributing to individual differences in the development of
   consecutive interpreting competence for beginner student interpreters},
Journal = {INTERPRETER AND TRANSLATOR TRAINER},
Year = {2015},
Volume = {9},
Number = {1},
Pages = {104-120},
Month = {JAN 2},
Abstract = {The present study investigates the role of memory skills (working memory
   and short-term memory), second language (L2) proficiency, and lexical
   retrieval efficiency in the development of consecutive interpreting (CI)
   competence. Data from 61 beginner student interpreters (unbalanced
   Chinese-English bilinguals) indicate that only working memory and L2
   proficiency measured at the beginning of interpreting training
   significantly correlate with CI performances measured at both the
   beginning and end of the training period. As for the development of CI
   competence, only L2 proficiency makes a significant contribution to
   accounting for the variance in CI performance after removing effects of
   prior CI skills. The data suggest that L2 proficiency is probably the
   most important predictor of the development of CI competence in
   unbalanced beginner student interpreters and that short-term memory and
   working memory may play different roles in CI performance. Implications
   for practice in interpreting training are briefly discussed.},
Publisher = {ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD},
Address = {2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND},
Type = {Article},
Language = {English},
Affiliation = {Dong, YP (Corresponding Author), Guangdong Univ Foreign Studies, Natl Ctr Linguist \& Appl Linguist, Guangzhou, Guangdong, Peoples R China.
   Cai, Rendong, Guangdong Univ Foreign Studies, Sch English \& Educ, Guangzhou, Guangdong, Peoples R China.
   Dong, Yanping; Zhao, Nan, Guangdong Univ Foreign Studies, Natl Ctr Linguist \& Appl Linguist, Guangzhou, Guangdong, Peoples R China.
   Lin, Jiexuan, Guangdong Univ Foreign Studies, Fac English Language \& Culture, Guangzhou, Guangdong, Peoples R China.},
DOI = {10.1080/1750399X.2015.1016279},
ISSN = {1750-399X},
EISSN = {1757-0417},
Keywords = {working memory; lexical retrieval; language proficiency; individual
   differences; consecutive interpreting development},
Keywords-Plus = {WORKING-MEMORY CAPACITY; TRANSLATION RECOGNITION; LANGUAGE;
   COMPREHENSION; SKILLS; SPAN; TOOL},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics; Language \& Linguistics},
Author-Email = {ypdong@gdufs.edu.cn},
Affiliations = {Guangdong University of Foreign Studies; Guangdong University of Foreign
   Studies; Guangdong University of Foreign Studies},
ResearcherID-Numbers = {Lin, JieXuan/JFK-9435-2023},
Funding-Acknowledgement = {National Social Science Foundation of China {[}10BYY010]; Chinese
   Ministry of Education {[}2009JJD740007]; New Century Talents Program by
   the Chinese Ministry of Education},
Funding-Text = {This research was supported by grants to the corresponding author from
   the National Social Science Foundation of China {[}grant
   number10BYY010]; the Chinese Ministry of Education {[}grant number
   2009JJD740007]; and the New Century Talents Program by the Chinese
   Ministry of Education.},
Cited-References = {Aben B, 2012, FRONT PSYCHOL, V3, DOI 10.3389/fpsyg.2012.00301.
   Gonzalez MA, 2012, INTERPRETING, V14, P55, DOI 10.1075/intp.14.1.03abu.
   Alptekin C, 2010, J RES READ, V33, P206, DOI 10.1111/j.1467-9817.2009.01412.x.
   {[}Anonymous], 2006, B FACULTY ED EHIME U.
   {[}Anonymous], WORKING MEMORY 2 LAN.
   {[}Anonymous], 1999, INTERPRETING, DOI DOI 10.1075/INTP.4.1.07SEL.
   {[}Anonymous], 2002, SECOND LANG RES.
   {[}Anonymous], 1997, INTERPRETING, DOI {[}10.1075/intp.2.1-2.03fra, DOI 10.1075/INTP.2.1-2.03FRA].
   {[}Anonymous], 2006, WORKING MEMORY L2 OR.
   {[}Anonymous], 2003, BILING-LANG COGN.
   {[}Anonymous], 2009, BASIC CONCEPTS MODEL, DOI DOI 10.1075/BTL.8.
   Baddeley A.D., 1999, ESSENTIALS HUMAN MEM.
   Beijing Language Institute, 1986, XIAND HAN CIP CID.
   Cheng LY, 2008, LANG TEST, V25, P15, DOI 10.1177/0265532207083743.
   Chincotta D., 1998, INTERPRETING, V3, P1, DOI {[}10.1075/intp.3.1.01chi, DOI 10.1075/INTP.3.1.01CHI].
   Christoffels IK, 2006, J MEM LANG, V54, P324, DOI 10.1016/j.jml.2005.12.004.
   Dalton T. A., 2011, ALL GRADUATE REPORTS.
   DANEMAN M, 1986, J MEM LANG, V25, P1, DOI 10.1016/0749-596X(86)90018-5.
   DANEMAN M, 1980, J VERB LEARN VERB BE, V19, P450, DOI 10.1016/S0022-5371(80)90312-6.
   DANEMAN M, 1983, J EXP PSYCHOL LEARN, V9, P561, DOI 10.1037/0278-7393.9.4.561.
   DANEMAN M, 1987, ATTENTION PERFORM, P491.
   Daneman M, 2001, J EXP PSYCHOL GEN, V130, P208, DOI 10.1037/0096-3445.130.2.208.
   DANEMAN M, 1991, J PSYCHOLINGUIST RES, V20, P445, DOI 10.1007/BF01067637.
   de Groot AMB, 2000, Q J EXP PSYCHOL-A, V53, P397, DOI 10.1080/713755891.
   DEGROOT AMB, 1995, LANG LEARN, V45, P467, DOI 10.1111/j.1467-1770.1995.tb00449.x.
   Dong YP, 2013, BILING-LANG COGN, V16, P682, DOI 10.1017/S1366728913000102.
   Engle RW, 1999, J EXP PSYCHOL GEN, V128, P309, DOI 10.1037/0096-3445.128.3.309.
   Ericsson K. A., 2000, INTERPRETING, V5, P187, DOI {[}10.1075/INTP.5.2.08ERI, DOI 10.1075/INTP.5.2.08-RI, 10.1075/intp.5.2.08eri, DOI 10.1075/INTP.5.2.08ERI].
   GERVER D, 1984, J OCCUP PSYCHOL, V57, P17, DOI 10.1111/j.2044-8325.1984.tb00144.x.
   Gerver D., 1989, META, V34, P724, DOI 10.7202/002884ar.
   Gile D., 2002, INTERPRETING STUDIES, P162.
   Hannon B, 2001, J EDUC PSYCHOL, V93, P103, DOI 10.1037/0022-0663.93.1.103.
   Jin Yan, 2011, LANG TEST, V28, P589, DOI DOI 10.1177/0265532211414852.
   JUST MA, 1992, PSYCHOL REV, V99, P122, DOI 10.1037/0033-295X.99.1.122.
   Kane MJ, 2004, J EXP PSYCHOL GEN, V133, P189, DOI 10.1037/0096-3445.133.2.189.
   Ketelsen K, 2010, BRAIN COGNITION, V74, P203, DOI 10.1016/j.bandc.2010.07.011.
   Kopke B, 2012, INT J BILINGUAL, V16, P183, DOI 10.1177/1367006911402981.
   Kopke B., 2006, INTERPRETING, V8, P1, DOI {[}10.1075/intp.8.1.02kop, DOI 10.1075/INTP.8.1.02KOP].
   KROLL JF, 1994, J MEM LANG, V33, P149, DOI 10.1006/jmla.1994.1008.
   Liu M., 2004, INTERPRETING, V6, P19, DOI {[}DOI 10.1075/INTP.6.1.04LIU, 10.1075/intp.6.1.04liu].
   Mackay N, 2010, AM J OCCUP THER, V64, P30, DOI 10.5014/ajot.64.1.30.
   Mackintosh Jennifer., 1999, INTERPRETING, V4, P67, DOI {[}10.1075/intp.4.1.08mac, DOI 10.1075/INTP.4.1.08MAC].
   Moser-Mercer B., 1985, META, V30, P97, DOI {[}10.7202/003631ar, DOI 10.7202/003631AR].
   Moser-Mercer B., 2000, LANGUAGE PROCESSING, DOI {[}10.1075/btl.40.09mos, DOI 10.1075/BTL.40.09MOS].
   National Advisory Commission on Foreign Language Teaching in Higher Education, 2000, GAOD XUEX YING ZHUAN.
   Obler LK, 2012, INT J BILINGUAL, V16, P177, DOI 10.1177/1367006911403199.
   Quirmbach LM, 2009, J AUTISM DEV DISORD, V39, P299, DOI 10.1007/s10803-008-0628-9.
   Russo M, 2011, INTERPRETING, V13, P5, DOI 10.1075/intp.13.1.02rus.
   Service E, 2002, EUR J COGN PSYCHOL, V14, P383, DOI 10.1080/09541440143000140.
   Shah P, 1996, J EXP PSYCHOL GEN, V125, P4, DOI 10.1037/0096-3445.125.1.4.
   TURNER ML, 1989, J MEM LANG, V28, P127, DOI 10.1016/0749-596X(89)90040-5.
   Tzou YZ, 2012, INT J BILINGUAL, V16, P213, DOI 10.1177/1367006911403197.
   Zou S., 2011, WAIYU CESHI YU JIAOX, V1, P42.
   Zou S., 2010, WAIYUJIE, V30, P9.},
Number-of-Cited-References = {54},
Times-Cited = {35},
Usage-Count-Last-180-days = {3},
Usage-Count-Since-2013 = {90},
Journal-ISO = {Interpret. Transl. Train.},
Doc-Delivery-Number = {CH0JV},
Web-of-Science-Index = {Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)},
Unique-ID = {WOS:000353706700007},
DA = {2023-10-02},
}

@article{ WOS:000209041700015,
Author = {Wang, Binhua},
Title = {A Descriptive Study of Norms in Interpreting: Based on the
   Chinese-English Consecutive Interpreting Corpus of Chinese Premier Press
   Conferences},
Journal = {META},
Year = {2012},
Volume = {57},
Number = {1},
Pages = {198-212},
Month = {MAR},
Abstract = {Interpreting performance is shaped by three major forces: a) the
   interpreter's interpreting competence, b) cognitive conditions on-site
   and c) norms of interpreting. This research is a descriptive study of
   norms in the Chinese-English interpreting of Chinese Premier Press
   Conferences, which reveals the actual norms of consecutive interpreting
   especially with regard to source text and target text relations. It
   employs the research paradigm of descriptive translation studies and the
   analytic tool of shifts. Through inter-textual comparative analysis of
   the parallel corpus of the on-site interpretation of 11 Chinese Premier
   Press Conferences (1998-2008), three types of shifts are identified,
   including Type A shifts (Addition), Type R shifts (Reduction) and Type
   C' shifts (Correction). With quantitative statistics of the regularity
   of the occurrences of shifts and qualitative analysis of every type of
   shifts in the corpus, four typical norms of ST-TT relations are
   identified: a) the norm of adequacy, b) the norm of explicitation in
   logic relations, c) the norm of specificity in information content, d)
   the norm of explicitness in meaning. This descriptive study of norms
   based on a relatively large corpus of on-site interpretation can serve
   as a tentative exploration of the methodology in descriptive
   interpreting studies. It may also shed new light on interpreting quality
   studies.},
Publisher = {PRESSES UNIV MONTREAL},
Address = {PO BOX 6128, SUCCURSALE A, 3744 RUE JEAN-BRILLANT, MONTREAL, QUEBEC H3T
   1P1, CANADA},
Type = {Article},
Language = {English},
Affiliation = {Wang, BH (Corresponding Author), Hong Kong Polytech Univ, Hong Kong, Hong Kong, Peoples R China.
   Hong Kong Polytech Univ, Hong Kong, Hong Kong, Peoples R China.},
DOI = {10.7202/1012749ar},
ISSN = {0026-0452},
Keywords = {norms of interpreting; descriptive study; methodology; shift; press
   conference},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Language \& Linguistics},
Author-Email = {wangbinhua@hotmail.com},
Affiliations = {Hong Kong Polytechnic University},
ResearcherID-Numbers = {Wang, Binhua/L-4707-2019
   Wang, Binhua/B-5601-2014},
ORCID-Numbers = {Wang, Binhua/0000-0003-2404-5214
   Wang, Binhua/0000-0003-2404-5214},
Cited-References = {{[}Anonymous], HERMES J LINGUISTICS.
   {[}Anonymous], 1994, HERMES-PARIS.
   {[}Anonymous], 1989, TARGET-NETH.
   {[}Anonymous], 1990, TARGET-NETH, V2, P69, DOI DOI 10.1075/TARGET.2.1.05LEU.
   BAKER Mona, 1997, TRANSLATING SENSITIV.
   Garzone G., 2002, INTERPRETING 21 CENT, P107, DOI DOI 10.1075/BTL.43.11GAR.
   Gile D., 1995, BASIC CONCEPTS AND M.
   GILE Daniel, 1999, TRANSLATION AND NORM, P99.
   Harris B., 1990, TARGET-NETH, V2, P115, DOI {[}10.1075/target.2.1.08har, DOI 10.1075/TARGET.2.1.08HAR].
   MUNDAY Jeremy, 2009, THE ROUTLEDGE COMPAN.
   REN Xiaoping, 2000, CHINESE TRANSLATORS, V143, P40.
   Toury G., 1995, TRANSLATION STUDIES.
   TOURY Gideon, 1980, SEARCH OF TRANSLATIO.
   Xu Y., 2000, CHINESE TRANSLATORS, V141, P35.
   Zwart Kitty M. van, 1989, TARGET-NETH, V1, P151, DOI DOI 10.1075/TARGET.1.2.03LEU.},
Number-of-Cited-References = {15},
Times-Cited = {32},
Usage-Count-Last-180-days = {4},
Usage-Count-Since-2013 = {55},
Journal-ISO = {Meta},
Doc-Delivery-Number = {V33TS},
Web-of-Science-Index = {Arts &amp; Humanities Citation Index (A&amp;HCI)},
Unique-ID = {WOS:000209041700015},
DA = {2023-10-02},
}

@article{ WOS:000207638200003,
Author = {Angelelli, Claudia V.},
Title = {Assessing Medical Interpreters The Language and Interpreting Testing
   Project},
Journal = {TRANSLATOR},
Year = {2007},
Volume = {13},
Number = {1},
Pages = {63-82},
Month = {APR},
Abstract = {The end of the 20th century and the beginning of the 21st witnessed
   important changes that have affected healthcare delivery to patients
   with limited proficiency in English in the United States, resulting in
   an increasing need for professional interpreters. This need cannot be
   met by the limited number of available professional medical
   interpreters, and bilingual individuals volunteering to help or
   receiving on-the-job training consequently have to be assessed on both
   language and interpreting abilities. This paper reports on the design of
   an instrument of assessment used to measure the skills of medical
   interpreters. Authentic medical exchanges with Spanish, Cantonese and
   Hmong-speaking patients were collected and analyzed to identify the
   basic linguistic and interpreting skills commonly used in
   interpreter-mediated encounters within healthcare settings. These
   communicative events were used as the basis for creating scripts that
   form the core of a set of tests for an interpreter training programme.
   In order to validate the scenarios and adaptations introduced by native
   informants participating in the study, the scripts were presented to
   focus groups formed by community members, interpreters and healthcare
   providers for each ethnic group. Each script was video recorded and
   field tested and is now piloted at five sites in California and ten
   other sites in the US. The article is relevant for interpreter
   educators, medical interpreters and hospital administrators interested
   in using tests to identify) and develop special abilities of bilingual
   speakers in the medical setting.},
Publisher = {ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD},
Address = {2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND},
Type = {Article},
Language = {English},
Affiliation = {Angelelli, CV (Corresponding Author), San Diego State Univ, Dept Spanish \& Portuguese, 5500 Campanile Dr,A\&L 111, San Diego, CA 92182 USA.
   San Diego State Univ, Dept Spanish \& Portuguese, San Diego, CA 92182 USA.},
DOI = {10.1080/13556509.2007.10799229},
ISSN = {1355-6509},
EISSN = {1757-0409},
Research-Areas = {Communication; Linguistics},
Web-of-Science-Categories  = {Communication; Linguistics; Language \& Linguistics},
Author-Email = {claudi.angelelli@sdsu.edu},
Affiliations = {California State University System; San Diego State University},
ORCID-Numbers = {Angelelli, Claudia/0000-0002-8452-4754},
Cited-References = {{*}ACTFL, 1989, ACTFL OR PROF INT TE.
   {*}AM PUBL HLTH ASS, 2004, RAC ETHN DISP.
   American Council on the Teaching of Foreign Languages (ACTFL), 1986, ACTFL PROF GUID LIST.
   Angelelli C, 2000, META, V45, P580, DOI 10.7202/001891ar.
   ANGELELLI C, 2003, CRITICAL LINK 3.
   ANGELELLI C, 2002, DEVELOPING TALENTS A.
   Angelelli C. V., 2004, VISIBLE INTERPRETER.
   Angelelli C. V., 2003, CONNECTING WOR UNPUB.
   Angelelli C.V.., 2004, MEDICAL INTERPRETING.
   Angelelli C. V., 2002, DEVELOPING PROFESSIO, P91.
   Angelelli Claudia, 2003, TOPIC BOUNDARIES OMI.
   {[}Anonymous], 1997, COGNITIVE PROCESS TR.
   {[}Anonymous], DISS ABSTR INT.
   {[}Anonymous], BASIC CONCEPTS MODEL, DOI DOI 10.1075/BTL.8.
   {[}Anonymous], 1991, META, DOI DOI 10.7202/003383AR.
   Arjona-Tseng E., 1994, BRIDGING GAP EMPIRIC, P69.
   ARJONATSSENG E, 1993, BIBLIO PEDAGOGY RES.
   ARJONATSSENG E, 1999, TRANSLATION J, V3.
   ARJONATSSENG E, 1990, CURRICULUM POLICY MA.
   Bachman L. F., 1990, FUNDAMENTAL CONSIDER.
   Bolden Galina B., 2000, DISCOURSE STUD, V2, P87, DOI DOI 10.1177/1461445600002004001.
   Cambridge J., 1999, TRANSLATOR, V5, P201, DOI DOI 10.1080/13556509.1999.10799041.
   Canale M., 1980, APPL LINGUIST, V1, P1, DOI {[}10.1093/applin/1.1.1, DOI 10.1093/APPLIN/1.1.1, 10.1093/applin/I.1.1].
   {*}CDCP, 2004, RAC ETHN HLTH DISP.
   Davidson B, 2001, ANTHROPOL QUART, V74, P170, DOI 10.1353/anq.2001.0035.
   Davidson B., 1998, THESIS STANFORD U ST.
   Davidson B., 2000, J SOCIOLING, V4, P379, DOI {[}10.1111/1467-9481.00121, DOI 10.1111/1467-9481.00121].
   Edwards V., 2002, TRANSLATION J, V6.
   Gile D., 1991, TRANSLATION THEORY P, P188, DOI DOI 10.1075/ATA.V.19GIL.
   HOFFMAN R, 1997, INTERPRETING, V2, P190.
   HYMES D, 1974, FOUNDATIONS.
   JOHNSON M, 2001, ART NONCONVERSATION.
   Johnson M., 2000, PRAGMATICS, V10, P215.
   Kaufert JM, 1997, J CLIN ETHIC, V8, P71.
   LANTOLF JP, 1985, MOD LANG J, V69, P337, DOI 10.2307/328404.
   Metzger Melanie, 1999, SIGN LANGUAGE INTERP.
   Moser-Mercer B., 1994, BRIDGING GAP, P57, DOI 10.1075/btl.3.07mos.
   {*}NCIHC, 2001, GUID IN ASS INT QUAL.
   {*}NCIHC, 2002, MOD PROV HLTH CAR IN.
   PATRI C, 2000, COGNITIVE SKILLS ENG.
   Roy Cynthia, 2000, INTERPRETING DISCOUR.
   SAVIGNON SJ, 1985, MOD LANG J, V69, P129, DOI 10.2307/326502.
   Sawyer David, 2004, FUNDAMENTAL ASPECTS.
   VALDES G, 1989, HISPANIA-J DEV INTER, V72, P392, DOI 10.2307/343163.
   Valdes G., 1994, BILINGUALISM TESTING.
   VALES G, 2000, RES SPANISH US LINGU, P42.
   Wadensj?? Cecilia., 1998, INTERPRETING INTERAC.
   Wadensjo C, 1998, ENCY TRANSLATION STU, P33.
   WADENSJO C, 1992, THESIS LINKOPING STU.},
Number-of-Cited-References = {49},
Times-Cited = {31},
Usage-Count-Last-180-days = {2},
Usage-Count-Since-2013 = {21},
Journal-ISO = {Translator},
Doc-Delivery-Number = {V12ZX},
Web-of-Science-Index = {Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)},
Unique-ID = {WOS:000207638200003},
DA = {2023-10-02},
}

@article{ WOS:000291929600008,
Author = {Macnamara, Brooke N. and Moore, Adam B. and Kegl, Judy A. and Conway,
   Andrew R. A.},
Title = {Domain-general cognitive abilities and simultaneous interpreting skill},
Journal = {INTERPRETING},
Year = {2011},
Volume = {13},
Number = {1},
Pages = {121-142},
Abstract = {This exploratory study examined domain-general cognitive abilities that
   may serve as aptitudes for interpreting skill by comparing highly
   skilled sign language interpreters (those considered competent in most
   interpreting situations) and less skilled sign language interpreters
   (those considered less than competent in most interpreting situations)
   on various measures. Specifically, the current study examined the
   feasibility of predicting interpreter skill level based only on a
   variety of cognitive abilities and personality traits. We collected data
   on several cognitive measures, including processing speed, psychomotor
   speed, cognitive control and task switching ability, fluid intelligence,
   working memory capacity, and mental flexibility, as well as several
   personality measures, including risk-taking orientation and
   emotion-cognition integration style, and intrinsic motivation to engage
   in complex cognitive tasks. Significant differences emerged between the
   two groups on both cognitive and personality measures suggesting that a
   combination of stable domain-general cognitive abilities and personality
   traits may be responsible for differentiating highly skilled from less
   skilled interpreters and may therefore be predictive of individuals'
   future interpreting effectiveness and skill level.},
Publisher = {JOHN BENJAMINS PUBLISHING COMPANY},
Address = {PO BOX 36224, 1020 ME AMSTERDAM, NETHERLANDS},
Type = {Article},
Language = {English},
Affiliation = {Macnamara, BN (Corresponding Author), Princeton Univ, Dept Psychol, Princeton, NJ 08540 USA.
   Macnamara, Brooke N., Princeton Univ, Dept Psychol, Princeton, NJ 08540 USA.
   Kegl, Judy A., Univ So Maine, ASL English Interpreting Program, Portland, ME 04103 USA.
   Conway, Andrew R. A., Princeton Univ, Human Working Memory lab, Princeton, NJ 08540 USA.},
DOI = {10.1075/intp.13.1.08mac},
ISSN = {1384-6647},
Keywords = {interpreter; aptitudes; cognitive abilities; prediction; measurement},
Keywords-Plus = {WORKING-MEMORY; INDIVIDUAL-DIFFERENCES; COMPREHENSION; TASK;
   PERFORMANCE; ANXIETY; RELIABILITY; RESPONSES; LANGUAGE; CAPACITY},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics; Language \& Linguistics},
Author-Email = {bmacnama@princeton.edu
   kegl@usm.maine.edu},
Affiliations = {Princeton University; University of Maine System; University of Southern
   Maine; Princeton University},
ORCID-Numbers = {Moore, Adam/0000-0002-7002-5460},
Cited-References = {ACKERMAN PL, 1988, J EXPT PSYCHOL GEN, V117, P291.
   {[}Anonymous], 1987, NEUROPSYCHOLOGY ANXI.
   {[}Anonymous], 1987, PSYCHOL FEAR STRESS.
   {[}Anonymous], COGNITIVE PROCESSES.
   {[}Anonymous], 2003, INTERPRETERSNEWSLETT.
   {[}Anonymous], 1976, TRANSLATION APPL RES.
   {[}Anonymous], 2007, INTERPRETING, DOI DOI 10.1075/INTP.9.1.05LOP.
   {[}Anonymous], 1997, INTERPRETING, DOI {[}10.1075/intp.2.1-2.03fra, DOI 10.1075/INTP.2.1-2.03FRA].
   {[}Anonymous], 1982, REASONING PROBLEM SO, DOI DOI 10.1017/CBO9780511977244.008.
   {[}Anonymous], 2020, USING MULTIVARIATE S.
   {[}Anonymous], 2003, BILING-LANG COGN.
   Bayliss DM, 2003, J EXP PSYCHOL GEN, V132, P71, DOI 10.1037/0096-3445.132.1.71.
   BURKE HR, 1972, J PSYCHOL, V82, P253, DOI 10.1080/00223980.1972.9923815.
   CACIOPPO JT, 1982, J PERS SOC PSYCHOL, V42, P116, DOI 10.1037/0022-3514.42.1.116.
   CARVER CS, 1994, J PERS SOC PSYCHOL, V67, P319, DOI 10.1037/0022-3514.67.2.319.
   Christoffels IK, 2006, J MEM LANG, V54, P324, DOI 10.1016/j.jml.2005.12.004.
   COKELY D, 1995, INTERPRETATION SOCIO.
   COLONOMOS B, 2008, REVISED PEDAGOGICAL.
   COLONOMOS B, 1997, PEDAGOGICAL MODEL IN.
   Cowan N., 2000, INTERPRETING, V5, P117, DOI {[}10.1075/intp.5.2.05cow, DOI 10.1075/INTP.5.2.05C0W].
   DANEMAN M, 1980, J VERB LEARN VERB BE, V19, P450, DOI 10.1016/S0022-5371(80)90312-6.
   Dean RK, 2005, SIGN LANGUAGE INTERP, P259, DOI DOI 10.1093/ACPROF/9780195176940.003.0011.
   ENGLE RW, 1991, J EDUC RES, V84, P253, DOI 10.1080/00220671.1991.10886025.
   ERICSSON KA, 1993, PSYCHOL REV, V100, P363, DOI 10.1037/0033-295X.100.3.363.
   EYSENCK MW, 1979, J RES PERS, V13, P363, DOI 10.1016/0092-6566(79)90001-1.
   EYSENCK MW, 1985, PERS INDIV DIFFER, V6, P579, DOI 10.1016/0191-8869(85)90007-8.
   Garrod S, 2004, TRENDS COGN SCI, V8, P8, DOI 10.1016/j.tics.2003.10.016.
   Gernsbacher M. A, 1990, LANGUAGE COMPREHENSI, DOI 10.21236/ADA221854.
   Gerver D., 1989, META, V34, P724, DOI 10.7202/002884ar.
   GRANT DA, 1948, J EXP PSYCHOL, V38, P404, DOI 10.1037/h0059831.
   GRAY JA, 1990, COGNITION EMOTION, V4, P269, DOI 10.1080/02699939008410799.
   Hoffman R.R., 1992, PSYCHOL EXPERTISE CO.
   Johnson-Laird PN, 1999, ANNU REV PSYCHOL, V50, P109, DOI 10.1146/annurev.psych.50.1.109.
   JUST MA, 1992, PSYCHOL REV, V99, P122, DOI 10.1037/0033-295X.99.1.122.
   KIEWRA KA, 1988, CONTEMP EDUC PSYCHOL, V13, P3.
   KINTSCH W, 1988, PSYCHOL REV, V95, P163, DOI 10.1037/0033-295X.95.2.163.
   KINTSCH W, 1978, PSYCHOL REV, V85, P363, DOI 10.1037/0033-295X.85.5.363.
   Kopke B., 2006, INTERPRETING, V8, P1, DOI {[}10.1075/intp.8.1.02kop, DOI 10.1075/INTP.8.1.02KOP].
   Kyllonen P. C., 1990, LEARN INDIVID DIFFER, V2, P129, DOI {[}10.1016/1041-6080(90)90020-H, DOI 10.1016/1041-6080(90)90020-H].
   LEON MR, 1985, J PERS SOC PSYCHOL, V49, P1302, DOI 10.1037/0022-3514.49.5.1302.
   Licht M. H., 1995, READING UNDERSTANDIN, P19.
   LOPES L, 1987, ADV EXPT SOCIAL PSYC, P255.
   Macnamara B., 2009, J INTERPRETATION, P9.
   MCDANIEL MA, 1988, J APPL PSYCHOL, V73, P327, DOI 10.1037/0021-9010.73.2.327.
   Monsell S, 2003, TRENDS COGN SCI, V7, P134, DOI 10.1016/S1364-6613(03)00028-7.
   Moser Barbara., 1978, LANGUAGE COMMUNICATI, DOI 10.1007/978-1-4615-9077-4\_31.
   Oberauer K., 2004, HDB UNDERSTANDING ME, P393.
   Ormrod J. E., 1988, LIT RES INSTR, V28, P33, DOI DOI 10.1080/19388078809557956.
   Ownby RL, 2008, GERONTOLOGIST, V48, P170, DOI 10.1093/geront/48.2.170.
   Padilla P., 1995, TOPICS INTERPRETING, P61.
   Posner M. I., 1988, NATURE EXPERTISE, pxxiv.
   Raven J. C., 1962, ADV PROGRESSIVE MATR, VII.
   Ree Malcom James., 1992, CURR DIR PSYCHOL SCI, V1, P86, DOI {[}10.1111/1467-8721.ep10768746, DOI 10.1111/1467-8721.EP10768746].
   Rudser Steven Fritsch, 1986, SIGN LANG STUD, V53, P315.
   Rund BR, 1998, SCHIZOPHRENIA BULL, V24, P425, DOI 10.1093/oxfordjournals.schbul.a033337.
   SALTHOUSE TA, 1991, DEV PSYCHOL, V27, P763, DOI 10.1037/0012-1649.27.5.763.
   Salthouse TA, 2000, NEUROPSYCHOLOGY, V14, P102, DOI 10.1037/0894-4105.14.1.102.
   Schmader T, 2003, J PERS SOC PSYCHOL, V85, P440, DOI 10.1037/0022-3514.85.3.440.
   SCHNEIDER SL, 1986, J EXP PSYCHOL HUMAN, V12, P535, DOI 10.1037/0096-1523.12.4.535.
   Seal Brenda C, 2004, J Deaf Stud Deaf Educ, V9, P39, DOI 10.1093/deafed/enh010.
   SIMON HA, 1973, AM SCI, V61, P394.
   STARKEY P, 1992, COGNITION, V43, P93, DOI 10.1016/0010-0277(92)90034-F.
   TREISMAN AM, 1965, BRIT J PSYCHOL, V56, P369, DOI 10.1111/j.2044-8295.1965.tb00979.x.
   Unsworth N, 2005, BEHAV RES METHODS, V37, P498, DOI 10.3758/BF03192720.
   Waters GS, 2003, BEHAV RES METH INS C, V35, P550, DOI 10.3758/BF03195534.
   Wicherts JM, 2004, INTELLIGENCE, V32, P509, DOI 10.1016/j.intell.2004.07.002.
   WINE J, 1971, PSYCHOL BULL, V76, P92, DOI 10.1037/h0031332.},
Number-of-Cited-References = {67},
Times-Cited = {30},
Usage-Count-Last-180-days = {2},
Usage-Count-Since-2013 = {45},
Journal-ISO = {Interpreting},
Doc-Delivery-Number = {781KD},
Web-of-Science-Index = {Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)},
Unique-ID = {WOS:000291929600008},
DA = {2023-10-02},
}

@article{ WOS:000378062400007,
Author = {Korpal, Pawel},
Title = {INTERPRETING AS A STRESSFUL ACTIVITY: PHYSIOLOGICAL MEASURES OF STRESS
   IN SIMULTANEOUS INTERPRETING},
Journal = {POZNAN STUDIES IN CONTEMPORARY LINGUISTICS},
Year = {2016},
Volume = {52},
Number = {2, SI},
Pages = {297-316},
Month = {JUN},
Abstract = {The question of interpreter aptitude has been widely discussed in
   Interpreting Studies (e.g. Lambert 1991; Moser-Mercer 1994; Mackintosh
   1999). Language command and cognitive skills have often been treated by
   interpreter trainers as the main determinants of an interpreter's future
   success. However, in recent years, more and more attention from
   interpreting scholars has been devoted to psycho-affective factors, such
   as motivation, anxiety or stress resistance (e.g. Timarova and
   Ungoed-Thomas 2008; Rosiers et al. 2011; Bontempo and Napier 2011). This
   paper presents the results of a pilot study, the main objective of which
   was to examine whether the speed of speaker's delivery influences the
   level of stress experienced by interpreting trainees during a
   simultaneous interpreting task. To this end, heart rate and blood
   pressure data were collected. The participants were asked to interpret
   two speeches from English into Polish. The author hypothesised that
   while interpreting a faster speech the participants would experience a
   higher level of stress than when they interpreted a slower speech. The
   hypothesis was corroborated only for heart rate values. No statistically
   significant differences were observed for either systolic or diastolic
   blood pressure. The study offers valuable insight into the question of
   stress experienced by interpreting trainees.},
Publisher = {DE GRUYTER MOUTON},
Address = {GENTHINER STRASSE 13, 10785 BERLIN, GERMANY},
Type = {Article},
Language = {English},
Affiliation = {Korpal, P (Corresponding Author), Adam Mickiewicz Univ, Fac English, Collegium Novum, Al Niepodleglosci 4, PL-61874 Poznan, Poland.
   Korpal, Pawel, Adam Mickiewicz Univ, PL-61874 Poznan, Poland.},
DOI = {10.1515/psicl-2016-0011},
ISSN = {1897-7499},
Keywords = {psychological stress; simultaneous interpreting; heart rate; blood
   pressure; interpreter aptitude},
Keywords-Plus = {FOREIGN-LANGUAGE ANXIETY; APTITUDE; MEMORY},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics; Language \& Linguistics},
Author-Email = {pkorpal@wa.amu.edu.pl},
Affiliations = {Adam Mickiewicz University},
ResearcherID-Numbers = {Korpal, Pawel/GXH-8929-2022
   },
ORCID-Numbers = {Korpal, Pawel/0000-0001-7479-936X},
Cited-References = {AIIC, 2002, WORKL STUD FULL REP.
   {[}Anonymous], 2006, INT J BILINGUAL.
   {[}Anonymous], 1976, TRANSLATION APPL RES.
   {[}Anonymous], 2005, B VALS ASLA SWISS AS.
   {[}Anonymous], HDB BILINGUALISM PSY.
   {[}Anonymous], 1991, EMOTION ADAPTATION.
   {[}Anonymous], 2009, ASIAN SOCIAL SCI.
   {[}Anonymous], 1986, LANGUAGE ANXIETY THE.
   {[}Anonymous], 1999, HERMES-PARIS, DOI {[}10.7146/hjlcb.v12i23.25553, DOI 10.7146/HJLCB.V12I23.25553].
   {[}Anonymous], 1969, P 2 LOUISVILLE C RAT.
   {[}Anonymous], BASIC CONCEPTS MODEL, DOI DOI 10.1075/BTL.8.
   {[}Anonymous], 1991, META, DOI DOI 10.7202/003383AR.
   Appley H., 1967, PSYCHOLOGICAL STRESS, P1.
   BANDURA A, 1977, PSYCHOL REV, V84, P191, DOI 10.1037/0033-295X.84.2.191.
   BARIK HC, 1973, LANG SPEECH, V16, P237, DOI 10.1177/002383097301600307.
   Bishop G., 2001, PSYCHOL ZDROWIA.
   Bontempo K, 2011, INTERPRETING, V13, P85, DOI 10.1075/intp.13.1.06bon.
   BRISAU A, 1994, META, V39, P87, DOI 10.7202/002147ar.
   CARVER CS, 1989, J PERS SOC PSYCHOL, V56, P267, DOI 10.1037/0022-3514.56.2.267.
   Chabasse C., 2009, GIBT BEGABUNG SIMULT.
   Chabasse C, 2014, INTERPRETING, V16, P19, DOI 10.1075/intp.16.1.02cha.
   Chiang YN, 2010, META, V55, P589, DOI 10.7202/045079ar.
   Chiang YN, 2009, META, V54, P605, DOI 10.7202/038318ar.
   Chmiel A., 2012, KOMPETENCJE TLUMACZA, P137.
   Cooper CaryL., 1982, MULTILINGUA, V1, P97, DOI {[}10.1515/mult.1982.1.2.97, DOI 10.1515/MULT.1982.1.2.97].
   DANEMAN M, 1980, J VERB LEARN VERB BE, V19, P450, DOI 10.1016/S0022-5371(80)90312-6.
   DARO V, 1994, APPL LINGUIST, V15, P365, DOI 10.1093/applin/15.4.365.
   Gerver D., 1975, META TRANSLATORSJOUR, V20, P119, DOI 10.7202/002885ar.
   Horvath I., 2012, INTERPRETER BEHAV PS.
   Kao PC, 2013, SOC BEHAV PERSONAL, V41, P1035, DOI 10.2224/sbp.2013.41.6.1035.
   KIRSCHBAUM C, 1989, NEUROPSYCHOBIOLOGY, V22, P150, DOI 10.1159/000118611.
   Klonowicz Tatiana., 1994, BRIDGING GAP EMPIRIC, P213, DOI {[}10.1075/btl.3.16klo, DOI 10.1075/BTL.3.16KLO].
   Korpal P, 2015, 11 INT POSTGR C TRAN.
   Kurz I., 2003, INTERP NEWSLETTER, V12, P51.
   Kurz I., 2002, INTERPRETING 21 CENT, P195.
   Lambert S, 2004, META, V49, P294, DOI 10.7202/009352ar.
   Mackintosh Jennifer., 1999, INTERPRETING, V4, P67, DOI {[}10.1075/intp.4.1.08mac, DOI 10.1075/INTP.4.1.08MAC].
   Moser Barbara., 1978, LANGUAGE COMMUNICATI, DOI 10.1007/978-1-4615-9077-4\_31.
   Moser-Mercer B., 2000, LANGUAGE PROCESSING, DOI {[}10.1075/btl.40.09mos, DOI 10.1075/BTL.40.09MOS].
   Moser-Mercer B., 1998, INTERPRETING, V3, P47, DOI {[}10.1075/intp.3.1.03mos, DOI 10.1075/INTP.3.1.03MOS].
   Moser-Mercer B., 1994, BRIDGING GAP, P57, DOI 10.1075/btl.3.07mos.
   OBRIEN S, 2010, COPENHAGEN STUDIES L, V38, P251.
   Padilla P., 1995, TOPICS INTERPRETING, P61.
   Pinazo David, 2001, INTERPRETERS NEWSLET, V9, P21.
   Pochhacker F, 2011, INTERPRETING, V13, P106, DOI 10.1075/intp.13.1.07poc.
   Rice Virginia Hill, 2011, HDB STRESS COPING HL, P22.
   Rojo A, 2013, APPL COGN LINGUIST, V23, P3.
   Rosiers A, 2011, INTERPRETING, V13, P53, DOI 10.1075/intp.13.1.04ros.
   Salkind N. J., 2008, ENCY ED PSYCHOL.
   Schweda Nicholson N., 2005, INTERPRETERS NEWSLET, V13, P110.
   Seeber KG, 2012, INT J BILINGUAL, V16, P228, DOI 10.1177/1367006911402982.
   Seeber KG, 2011, INTERPRETING, V13, P176, DOI 10.1075/intp.13.2.02see.
   Selye H, 1936, NATURE, V138, P32, DOI 10.1038/138032a0.
   Selye H., 1976, STRESS LIFE.
   Selye H., 1974, STRESS DISTRESS.
   Spielberger CD., 1970, STAI MANUAL STAIT TR.
   Timarova S, 2008, INTERPRET TRANSL TRA, V2, P29, DOI 10.1080/1750399X.2008.10798765.
   Timarova S, 2011, INTERPRETING, V13, P31, DOI 10.1075/intp.13.1.03tim.},
Number-of-Cited-References = {58},
Times-Cited = {28},
Usage-Count-Last-180-days = {3},
Usage-Count-Since-2013 = {56},
Journal-ISO = {Poznan Stud. Contemp. Linguist.},
Doc-Delivery-Number = {DO8VG},
Web-of-Science-Index = {Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)},
Unique-ID = {WOS:000378062400007},
OA = {Green Submitted},
DA = {2023-10-02},
}

@article{ WOS:000527834500001,
Author = {Wen, Hao and Dong, Yanping},
Title = {How does interpreting experience enhance working memory and short-term
   memory: A meta-analysis},
Journal = {JOURNAL OF COGNITIVE PSYCHOLOGY},
Year = {2019},
Volume = {31},
Number = {8},
Pages = {769-784},
Month = {NOV 17},
Abstract = {The language task of interpreting is demanding in memory, and
   interpreters are assumed to be better in short-term memory (STM) and
   working memory (WM) than matched bilingual controls. However, apart from
   consistent evidence supporting such an interpreter advantage in
   updating, there is no consensus in the literature regarding the
   existence of an interpreter advantage in memory spans. To solve the
   issue, the present meta-analysis synthesised 45 effect sizes from 10
   primary studies, and found evidence supporting an interpreter advantage
   in both WM and STM spans. Such an advantage was more expressed in verbal
   memory tasks than in numerical/letter and spatial tasks, although the
   moderating effect was not statistically significant. Moreover, the level
   of interpreter expertise significantly moderated the presence of such an
   advantage, with no advantage for beginner interpreters and no difference
   in the advantage between intermediate and expert interpreters.
   Implications for interpreting training and bilingual advantages are
   discussed.},
Publisher = {ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD},
Address = {2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND},
Type = {Article},
Language = {English},
Affiliation = {Dong, YP (Corresponding Author), Zhejiang Univ, Sch Int Studies, Dept Linguist, Hangzhou, Peoples R China.
   Wen, Hao, Guangdong Univ Foreign Studies, Sch English Language \& Culture, Guangzhou, Peoples R China.
   Dong, Yanping, Zhejiang Univ, Sch Int Studies, Dept Linguist, Hangzhou, Peoples R China.},
DOI = {10.1080/20445911.2019.1674857},
ISSN = {2044-5911},
EISSN = {2044-592X},
Keywords = {Interpreter advantage; working memory; short-term memory; multi-level
   meta-analysis},
Keywords-Plus = {PUBLICATION BIAS; LONG-TERM; BILINGUALISM; ATTENTION; COMPONENTS;
   ADVANTAGE; EXPERTISE; TASKS; SPAN},
Research-Areas = {Psychology},
Web-of-Science-Categories  = {Psychology, Experimental},
Author-Email = {ypdong@zju.edu.cn},
Affiliations = {Guangdong University of Foreign Studies; Zhejiang University},
ResearcherID-Numbers = {Wen, Hao/ABC-3135-2022},
ORCID-Numbers = {Wen, Hao/0000-0001-6987-0459},
Cited-References = {{[}Anonymous], 2016, INT J BILINGUAL, DOI DOI 10.1177/1367006914554406.
   Ribas MA, 2012, META, V57, P812.
   Assink M, 2016, QUANT METH PSYCHOL, V12, P154, DOI 10.20982/tqmp.12.3.p154.
   Assink M, 2015, CLIN PSYCHOL REV, V42, P47, DOI 10.1016/j.cpr.2015.08.002.
   Atkinson R. C., 1968, PSYCHOL LEARN MOTIV, P89, DOI {[}DOI 10.1016/S0079-7421(08)60422-3, 10.1016/S0079-7421(08)60422-3, 10.1016/S0079-7421\%2808\%2960422-3, 10.1016/b978-0-12-121050-2.50006-5, DOI 10.1016/B978-0-12-121050-2.50006-5].
   Babcock L, 2017, J COGN ENHANCE, V1, P254, DOI 10.1007/s41465-017-0011-x.
   Babcock L, 2017, BILING-LANG COGN, V20, P403, DOI 10.1017/S1366728915000735.
   BADDELEY A, 1992, Science (Washington D C), V255, P556, DOI 10.1016/j.cub.2009.12.014.
   Baddeley A, 2000, TRENDS COGN SCI, V4, P417, DOI 10.1016/S1364-6613(00)01538-2.
   BEGG CB, 1994, BIOMETRICS, V50, P1088, DOI 10.2307/2533446.
   Bialystok E, 2004, PSYCHOL AGING, V19, P290, DOI 10.1037/0882-7974.19.2.290.
   Bialystok E, 2007, NEUROPSYCHOLOGIA, V45, P459, DOI 10.1016/j.neuropsychologia.2006.10.009.
   Borenstein M., 2009, INTRO META ANAL.
   Button KS, 2013, NAT REV NEUROSCI, V14, P365, DOI 10.1038/nrn3475.
   Card, 2015, APPL META ANAL SOCIA.
   Cheung MWL, 2014, PSYCHOL METHODS, V19, P211, DOI 10.1037/a0032968.
   Chincotta D., 1998, INTERPRETING, V3, P1, DOI {[}10.1075/intp.3.1.01chi, DOI 10.1075/INTP.3.1.01CHI].
   Chmiel A, 2018, INT J BILINGUAL, V22, P371, DOI 10.1177/1367006916681082.
   Christoffels I. K., 2005, HDB BILINGUALISM PSY, P454.
   Christoffels IK, 2006, J MEM LANG, V54, P324, DOI 10.1016/j.jml.2005.12.004.
   Cohen J., 2013, STAT POWER ANAL BEHA.
   Conway ARA, 2005, PSYCHON B REV, V12, P769, DOI 10.3758/BF03196772.
   Cooper H, 2009, HDB RES SYNTHESIS ME, Vsecond, DOI {[}10.7758/9781610448864, DOI 10.7758/9781610448864].
   Cowan N, 2005, COGNITIVE PSYCHOL, V51, P42, DOI 10.1016/j.cogpsych.2004.12.001.
   COWAN N, 1988, PSYCHOL BULL, V104, P163, DOI 10.1037/0033-2909.104.2.163.
   Cowan N., 1999, MODELS WORKING MEMOR, V20, P506, DOI {[}DOI 10.1017/CBO9781139174909.006, 10.1017/CBO9781139174909.006].
   Cowan N., 2000, INTERPRETING, V5, P117, DOI {[}10.1075/intp.5.2.05cow, DOI 10.1075/INTP.5.2.05C0W].
   Cowan N, 2008, PROG BRAIN RES, V169, P323, DOI 10.1016/S0079-6123(07)00020-9.
   DANEMAN M, 1980, J VERB LEARN VERB BE, V19, P450, DOI 10.1016/S0022-5371(80)90312-6.
   DARO V, 1994, APPL LINGUIST, V15, P365, DOI 10.1093/applin/15.4.365.
   Dong Y., 2019, HDB NEUROSCIENCE MUL, P685, DOI DOI 10.1002/9781119387725.CH33.
   Dong YP, 2018, TRANSL INTERPRET STU, V13, P185, DOI 10.1075/tis.00011.don.
   Dong YP, 2018, FRONT PSYCHOL, V9, DOI 10.3389/fpsyg.2018.00875.
   Dong YP, 2016, FRONT PSYCHOL, V7, DOI 10.3389/fpsyg.2016.01297.
   Duval S, 2000, BIOMETRICS, V56, P455, DOI 10.1111/j.0006-341X.2000.00455.x.
   Ecker UKH, 2010, J EXP PSYCHOL LEARN, V36, P170, DOI 10.1037/a0017891.
   Egger M, 1997, BMJ-BRIT MED J, V315, P629, DOI 10.1136/bmj.315.7109.629.
   ERICSSON KA, 1995, PSYCHOL REV, V102, P211, DOI 10.1037/0033-295X.102.2.211.
   Gerver D., 1976, TRANSLATION APPL RES, P165.
   Gile D., 1997, INTERPRETING STUDIES, P162.
   Gile D., 2009, BASIC CONCEPTS MODEL, DOI {[}DOI 10.1075/BTL.8, 10.1075/btl.8].
   Gobet F., 2015, UNDERSTANDING EXPERT.
   Grosjean F., 2013, PSYCHOLINGUISTICS BI, P5.
   HEDGES LV, 1985, STAT METHODS METAANA, DOI {[}10.1016/C2009-0-03396-0, DOI 10.1016/C2009-0-03396-0].
   Henrard S, 2017, FRONT PSYCHOL, V8, DOI 10.3389/fpsyg.2017.01870.
   Idris NZN., 2012, J APPL SCI, V12, P1413, DOI DOI 10.3923/jas.2012.1413.1417.
   Kane MJ, 2007, J EXP PSYCHOL LEARN, V33, P615, DOI 10.1037/0278-7393.33.3.615.
   Kopke B, 2012, INT J BILINGUAL, V16, P183, DOI 10.1177/1367006911402981.
   KOHN K, 1996, META, V41, P118, DOI 10.7202/003333ar.
   Konstantopoulos S, 2011, RES SYNTH METHODS, V2, P61, DOI 10.1002/jrsm.35.
   Kopke B., 2006, INTERPRETING, V8, P1, DOI {[}10.1075/intp.8.1.02kop, DOI 10.1075/INTP.8.1.02KOP].
   Lehtonen M, 2018, PSYCHOL BULL, V144, P394, DOI 10.1037/bul0000142.
   Li Y., 2016, THESIS.
   Liu M., 2004, INTERPRETING, V6, P19, DOI {[}DOI 10.1075/INTP.6.1.04LIU, 10.1075/intp.6.1.04liu].
   Meule A, 2017, FRONT PSYCHOL, V8, DOI 10.3389/fpsyg.2017.00352.
   Miyake A, 2000, COGNITIVE PSYCHOL, V41, P49, DOI 10.1006/cogp.1999.0734.
   Mizuno A, 2005, META, V50, P739, DOI 10.7202/011015ar.
   Morales J, 2015, ACTA PSYCHOL, V155, P82, DOI 10.1016/j.actpsy.2014.12.004.
   MORRIS N, 1990, BRIT J PSYCHOL, V81, P111, DOI 10.1111/j.2044-8295.1990.tb02349.x.
   Moser Barbara., 1978, LANGUAGE COMMUNICATI, DOI 10.1007/978-1-4615-9077-4\_31.
   Moser-Mercer B., 2000, INTERPRETING, V5, P83, DOI {[}10.1075/intp.5.2.03mos, DOI 10.1075/INTP.5.2.03MOS].
   Obler LK, 2012, INT J BILINGUAL, V16, P177, DOI 10.1177/1367006911403199.
   Owen AM, 2005, HUM BRAIN MAPP, V25, P46, DOI 10.1002/hbm.20131.
   Owens CM, 2012, BEHAV RES METHODS, V44, P795, DOI 10.3758/s13428-011-0180-y.
   Paap KR, 2013, COGNITIVE PSYCHOL, V66, P232, DOI 10.1016/j.cogpsych.2012.12.002.
   Padilla P., 1995, TOPICS INTERPRETING, P61.
   Park DC, 2003, J COGNITIVE NEUROSCI, V15, P1122, DOI 10.1162/089892903322598094.
   PERFETTI CA, 1976, J VERB LEARN VERB BE, V15, P33, DOI 10.1016/S0022-5371(76)90004-9.
   R Core Team, 2008, R LANG ENV STAT COMP.
   Redick TS, 2013, PSYCHON B REV, V20, P1102, DOI 10.3758/s13423-013-0453-9.
   ROSENTHAL R, 1979, PSYCHOL BULL, V86, P638, DOI 10.1037/0033-2909.86.3.638.
   Sala G, 2017, MEM COGNITION, V45, P183, DOI 10.3758/s13421-016-0663-2.
   Signorelli TM, 2012, INT J BILINGUAL, V16, P198, DOI 10.1177/1367006911403200.
   Stavrakaki S, 2012, J CLIN EXP NEUROPSYC, V34, P624, DOI 10.1080/13803395.2012.667068.
   Sterne JAC, 2005, PUBLICATION BIAS IN META-ANALYSIS: PREVENTION, ASSESSMENT AND ADJUSTMENTS, P75, DOI 10.1002/0470870168.ch5.
   Tzou YZ, 2012, INT J BILINGUAL, V16, P213, DOI 10.1177/1367006911403197.
   Van den Noortgate W, 2013, BEHAV RES METHODS, V45, P576, DOI 10.3758/s13428-012-0261-6.
   Viechtbauer W, 2010, J STAT SOFTW, V36, P1, DOI 10.18637/jss.v036.i03.},
Number-of-Cited-References = {78},
Times-Cited = {20},
Usage-Count-Last-180-days = {1},
Usage-Count-Since-2013 = {43},
Journal-ISO = {J. Cogn. Psychol.},
Doc-Delivery-Number = {LG0XJ},
Web-of-Science-Index = {Social Science Citation Index (SSCI)},
Unique-ID = {WOS:000527834500001},
DA = {2023-10-02},
}

@article{ WOS:000217224700003,
Author = {Hsieh, Kun-Ting and Dong, Da-Hui and Wang, Li-Yi},
Title = {A PRELIMINARY STUDY OF APPLYING SHADOWING TECHNIQUE TO ENGLISH
   INTONATION INSTRUCTION},
Journal = {TAIWAN JOURNAL OF LINGUISTICS},
Year = {2013},
Volume = {11},
Number = {2},
Pages = {43-65},
Abstract = {The current training techniques on English pronunciation put emphasis on
   isolated words or sentences, resulting in the lack of opportunities for
   EFL learners to practice intonation. It has been noted that the
   importance and necessity of intonation training have been undervalued,
   and empirical studies on developing second language (L2) intonation
   pedagogy are urgently needed. This preliminary study aims to find out
   whether shadowing technique from interpretation practice can be used to
   promote English intonation acquisition. Fourteen non-English major
   students from National Taiwan University (NTU) were recruited and
   divided into control and experimental groups. The result from a SPSS
   Independent Sample T-test revealed significant differences between the
   two groups in intonation, fluency, word pronunciation, and overall
   pronunciation. The paper ends with a discussion on the implication of
   applying interpreting skills to intonation training and directions for
   future research.},
Publisher = {CRANE PUBL CO},
Address = {109 SECTION1, HOPING E RD, 6F, TAIPEI, 00000, TAIWAN},
Type = {Article},
Language = {English},
Affiliation = {Hsieh, KT (Corresponding Author), Univ New South Wales, Sch Educ TESOL, High St, Sydney, NSW 2052, Australia.
   Hsieh, Kun-Ting, Univ New South Wales, Sch Educ TESOL, High St, Sydney, NSW 2052, Australia.
   Dong, Da-Hui, Chang Jung Christian Univ, Dept Translat \& Interpretat Studies, Tainan 71101, Taiwan.
   Wang, Li-Yi, Natl Inst Educ, Off Educ Res, Singapore 637616, Singapore.},
DOI = {10.6519/TJL.2013.11(2).2},
ISSN = {1729-4649},
EISSN = {1994-2559},
Keywords = {shadowing technique; intonation; pronunciation instruction; EFL},
Keywords-Plus = {ESL LEARNERS; PRONUNCIATION; INTELLIGIBILITY; SPEAKERS; PROSODY; STRESS},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Language \& Linguistics},
Author-Email = {hsieh@student.unsw.edu.au
   dongdahui@mail.cjcu.edu.tw
   liyi.wang@nie.edu.sg},
Affiliations = {University of New South Wales Sydney; Chang Jung Christian University;
   Nanyang Technological University \& National Institute of Education
   (NIE) Singapore; Nanyang Technological University; National Institute of
   Education (NIE) Singapore},
ORCID-Numbers = {Hsieh, Jasper Kun-Ting/0000-0002-5031-066X},
Cited-References = {{[}Anonymous], 2003, APPL LANGUAGE LEARNI.
   {[}Anonymous], 1990, PROSODY MANDARIN CHI.
   {[}Anonymous], 1994, SYSTEM, DOI DOI 10.1016/0346-251X(94)90058-2.
   {[}Anonymous], THESIS.
   {[}Anonymous], PRONUNCIATION PEDAGO.
   {[}Anonymous], 2005, GLOBALISATION ENGLIS.
   {[}Anonymous], 2010, CHIN J APPL LINGUIST.
   {[}Anonymous], 2004, ANNU REV APPL LINGUI, DOI DOI 10.1017/S0267190504000054.
   {[}Anonymous], 1993, ENGLISH TEACHING FOR.
   Baker Ann, 1992, INTRODUCING ENGLISH.
   Celce-Murcia Marianne, 1996, TEACHING PRONUNCIATI.
   Derwing T. M., 1997, STUD SECOND LANG ACQ, V19, P1, DOI {[}10.1017/S0272263197001010, 10.1017/s0272263197001010].
   Derwing T. M., 1997, APPL LANGUAGE LEARNI, V8, P217.
   Derwing TM, 1998, LANG LEARN, V48, P393, DOI 10.1111/0023-8333.00047.
   Derwing TM, 2009, LANG TEACHING, V42, P476, DOI 10.1017/S026144480800551X.
   Devlin Ruth, 2009, STUDIO CLASSROOM, P40.
   Field J, 2005, TESOL QUART, V39, P399, DOI 10.2307/3588487.
   Flege J.E., 1988, HUMAN COMMUNICATION, V1988, P224.
   Flege JamesEmil., 2001, STUD SECOND LANG ACQ, V23, P527, DOI {[}10.1017/S0272263101004041, DOI 10.1017/S0272263101004041].
   Goodwin Janet M., 2004, INT TESOL C MIAM FL.
   Hahn LD, 2004, TESOL QUART, V38, P201, DOI 10.2307/3588378.
   Hardison DM, 2004, LANG LEARN TECHNOL, V8, P34.
   Hori  Tomoko, 2008, THESIS.
   Hsieh Kun-Ting, 2011, 28 INT C ENGL TEACH.
   Jenkins J., 1998, ELT J, V52, P119, DOI DOI 10.1093/ELT/52.2.119.
   Jenkins J, 2006, TESOL QUART, V40, P157, DOI 10.2307/40264515.
   Kachru Braj, 1992, THE OTHER TONGUE.
   Kirkpatrick A., 2006, ENGLISH WORLD GLOBAL, P71.
   Lado R, 1957, LINGUISTICS CULTURES.
   Larsen-Freeman D., 2000, TECHNIQUES PRINCIPLE.
   Levis JM, 2002, APPL LINGUIST, V23, P56, DOI 10.1093/applin/23.1.56.
   Liao P, 2006, RELC J, V37, P191, DOI 10.1177/0033688206067428.
   Lightbown P., 2006, LANGUAGES ARE LEARNE, V3rd.
   Lin Hsiang-Pao, 1995, TEACHING PRONUNCIATI.
   Luo Dean, 2009, INT 2009 BRIGHT UK.
   Luo Dean, 2010, 2010 JOINT SAT WORKS.
   Ministry of Education, 2010, MAIN STAT TABL.
   MORLEY J, 1991, TESOL QUART, V25, P481, DOI 10.2307/3586981.
   MUNRO MJ, 1995, LANG LEARN, V45, P73, DOI 10.1111/j.1467-1770.1995.tb00963.x.
   Munro MJ, 2008, LANG LEARN, V58, P479, DOI 10.1111/j.1467-9922.2008.00448.x.
   Nagamine Toshinobu, 2005, J LANGUAGE LINGUISTI, V1, P362.
   Osment Pamela, 2009, STUDIO CLASSROOM, P22.
   Pennington M. C., 1999, Computer Assisted Language Learning, V12, P427, DOI 10.1076/call.12.5.427.5693.
   Pennington MC, 2000, MOD LANG J, V84, P372, DOI 10.1111/0026-7902.00075.
   PENNINGTON MC, 1986, TESOL QUART, V20, P207, DOI 10.2307/3586541.
   Pickering L, 2004, ENGL SPECIF PURP, V23, P19, DOI 10.1016/S0889-4906(03)00020-6.
   Pickering L., 2004, SYSTEM, V32, P505, DOI DOI 10.1016/J.SYSTEM.2004.09.009.
   Riney TimothyJ., 1998, STUD SECOND LANG ACQ, V20, P213, DOI 10.1017/S0272263198002058.
   Stopps S., 2009, STUDIO CLASSROOM, P22.
   Tanner MW, 2009, LANG LEARN TECHNOL, V13, P51.
   Trofimovich P, 2006, STUD SECOND LANG ACQ, V28, P1, DOI 10.1017/S0272263106060013.
   Wei M, 2006, LIT REV STRATEGIES T.
   WENNERSTROM A, 1994, APPL LINGUIST, V15, P399, DOI 10.1093/applin/15.4.399.
   Wennerstrom A., 1998, STUD SECOND LANG ACQ, V20, P1, DOI {[}10.1017/S0272263198001016, DOI 10.1017/S0272263198001016].
   WIDDOWSON HG, 1994, TESOL QUART, V28, P377, DOI 10.2307/3587438.
   Yule George, 1989, ANNU REV APPL LINGUI, V10, P163.},
Number-of-Cited-References = {56},
Times-Cited = {19},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {0},
Journal-ISO = {Taiwan J. Linguist.},
Doc-Delivery-Number = {V1T6Q},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:000217224700003},
DA = {2023-10-02},
}

@article{ WOS:000341579800003,
Author = {Lee, Sang-Bin},
Title = {An Interpreting Self-Efficacy (ISE) scale for undergraduate students
   majoring in consecutive interpreting: construction and preliminary
   validation},
Journal = {INTERPRETER AND TRANSLATOR TRAINER},
Year = {2014},
Volume = {8},
Number = {2},
Pages = {183-203},
Month = {JUL},
Abstract = {Research findings from various professional areas of activity have
   demonstrated that self-efficacy, or personal belief in one's
   capabilities is a good predictor of how one feels and behaves and what
   one can accomplish. Absent from this body of research are studies on
   Interpreting Self-Efficacy (ISE), a person's belief about their
   interpreting competence. Informed by the tenets of Albert Bandura's
   social cognitive theory, this study aims to develop an ISE scale for
   undergraduate trainee interpreters in Korea. The ISE scale was developed
   following a statistically sound format. An initial pool of 63 items was
   generated based on a review of the literature on self-efficacy
   instruments and interpreting competence, and the draft scale was checked
   for face and content validity. Undergraduate students majoring in
   consecutive interpreting at three universities in Seoul participated (N
   = 413) in validating the scale. The preliminary scale was refined into
   21 items through analysis of internal consistency reliability and
   exploratory factor analysis.},
Publisher = {ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD},
Address = {2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND},
Type = {Article},
Language = {English},
Affiliation = {Lee, SB (Corresponding Author), HUFS, Dept English Interpretat \& Translat, Seoul, South Korea.
   HUFS, Dept English Interpretat \& Translat, Seoul, South Korea.},
DOI = {10.1080/1750399X.2014.929372},
ISSN = {1750-399X},
EISSN = {1757-0417},
Keywords = {Bandura's self-efficacy; interpreting self-efficacy (ISE); perceived
   interpreting competence; self-efficacy scale; scale development},
Keywords-Plus = {TEACHER EFFICACY; PERFORMANCE; COMPETENCE; ANXIETY},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics; Language \& Linguistics},
Author-Email = {sblee0110@gmail.com},
Affiliations = {Hankuk University Foreign Studies},
ORCID-Numbers = {Lee, Sang-Bin/0000-0003-2140-3266},
Funding-Acknowledgement = {National Research Foundation of Korea {[}2013S1A5A8023093] Funding
   Source: Korea Institute of Science \& Technology Information (KISTI),
   National Science \& Technology Information Service (NTIS)},
Cited-References = {이영미, 2006, korean journal of medical education, V18, P249.
   {[}Anonymous], 2007, INTERPRETING, DOI DOI 10.1075/INTP.9.1.05LOP.
   {[}Anonymous], 2008, TRANSLATOR INTERPRET.
   {[}Anonymous], 1991, META, DOI DOI 10.7202/003383AR.
   {[}Anonymous], NEW SCI SELF ESTEEM.
   BANDURA A, 1981, J PERS SOC PSYCHOL, V41, P586, DOI 10.1037/0022-3514.41.3.586.
   Bandura A., 2006, SELF EFFICACY BELIEF, P307, DOI DOI 10.1017/CBO9781107415324.004.
   Bandura A., 1986, SOCIAL FDN THOUGHT A.
   Bandura A., 1977, SOCIAL LEARNING THEO.
   Bontempo K, 2011, INTERPRETING, V13, P85, DOI 10.1075/intp.13.1.06bon.
   BOUFFARDBOUCHARD T, 1990, J SOC PSYCHOL, V130, P353, DOI 10.1080/00224545.1990.9924591.
   BRISAU A, 1994, META, V39, P87, DOI 10.7202/002147ar.
   Chen G, 2001, ORGAN RES METHODS, V4, P62, DOI 10.1177/109442810141004.
   Chiang YN, 2009, META, V54, P605, DOI 10.7202/038318ar.
   CHOI J, 2003, FORUM, V1, P97, DOI DOI 10.1075/FORUM.1.1.06CHO.
   Dillon W.R., 1984, MULTIVARIATE ANAL ME.
   Gentile A., 1996, LIAISON INTERPRETING.
   Gerver D., 1989, META, V34, P724, DOI 10.7202/002884ar.
   Gile D, 2009, MONTI, V1, P135.
   Green R, 2013, STATISTICAL ANALYSES FOR LANGUAGE TESTERS, P1, DOI 10.1057/9781137018298.
   Hair J. F., 2006, MULTIVARIATE DATA ST.
   Hale SB, 2007, RES PRACT APPL LINGU, P1, DOI 10.1057/9780230593442.
   Han Na-Ra, 2011, {[}Journal of Secretarial Studies, 비서Â·사무경영연구], V20, P31.
   Hayslip B, 2010, J SPORT BEHAV, V33, P427.
   Hayton JC, 2004, ORGAN RES METHODS, V7, P191, DOI 10.1177/1094428104263675.
   Holden G, 2002, J SOC WORK EDUC, V38, P115, DOI 10.1080/10437797.2002.10779086.
   Jimenez Ivars A., 2002, INTERPRETERS NEWSLET, V11, P105.
   Kim A., 2001, J EDUC RES, V39, P95.
   Kim AY, 1997, J EDUC PSYCHOL, V11, P1.
   Kim AY, 1996, KOREAN SOC IND ORG P, V9, P51.
   KimAhyoung, 2004, {[}Korean Journal of Educational Psychology, 교육심리연구], V18, P37.
   Kline P, 1994, EASY GUIDE FACTOR AN.
   Kornakov P, 2000, META, V45, P241, DOI 10.7202/003342ar.
   Lee J, 2008, INTERPRET TRANSL TRA, V2, P165, DOI 10.1080/1750399X.2008.10798772.
   Mills N, 2006, FOREIGN LANG ANN, V39, P276, DOI 10.1111/j.1944-9720.2006.tb02266.x.
   Moser-Mercer B., 1985, META, V30, P97, DOI {[}10.7202/003631ar, DOI 10.7202/003631AR].
   Moser-Mercer B., 1994, BRIDGING GAP, P57, DOI 10.1075/btl.3.07mos.
   MURPHY CA, 1989, EDUC PSYCHOL MEAS, V49, P893, DOI 10.1177/001316448904900412.
   Pajares F, 1996, REV EDUC RES, V66, P543, DOI 10.2307/1170653.
   Pajares F., 1994, J EDUC PSYCHOL, V79, P755.
   Pajares F., 2006, INFORM SELF EFFICACY.
   PINTRICH PR, 1990, J EDUC PSYCHOL, V82, P33, DOI 10.1037/0022-0663.82.1.33.
   Plant JL, 2011, ADV HEALTH SCI EDUC, V16, P579, DOI 10.1007/s10459-011-9274-7.
   Pochhacker Franz., 2016, INTRO INTERPRETING S, DOI 10.4324/9781315649573.
   SALLIS J F, 1988, Health Education Research, V3, P283, DOI 10.1093/her/3.3.283.
   Schunk D.H., 2005, HDB COMPETENCE MOTIV, P85.
   Schunk DH., 1995, SELF EFFICACY ADAPTA, P281, DOI {[}DOI 10.1007/978-1-4419-6868-5\_10, 10.1007/978-1-4419-6868-5\_10, DOI 10.1007/978].
   SHAVELSON RJ, 1976, REV EDUC RES, V46, P407, DOI 10.3102/00346543046003407.
   Shaw S., 2004, INTERPRETING, V6, P69.
   SHERER M, 1982, PSYCHOL REP, V51, P663, DOI 10.2466/pr0.1982.51.2.663.
   Smirnov S, 1997, PERSPECT STUD TRANSL, V5, P211, DOI 10.1080/0907676X.1997.9961311.
   Stevens J., 2002, APPL MULTIVARIATE ST.
   Timarova S, 2008, INTERPRET TRANSL TRA, V2, P29, DOI 10.1080/1750399X.2008.10798765.
   Tschannen-Moran M, 1998, REV EDUC RES, V68, P202, DOI 10.2307/1170754.
   Tschannen-Moran M, 2001, TEACH TEACH EDUC, V17, P783, DOI 10.1016/S0742-051X(01)00036-1.
   van Dinther M, 2011, EDUC RES REV-NETH, V6, P95, DOI 10.1016/j.edurev.2010.10.003.
   Yan JX, 2010, INTERPRET TRANSL TRA, V4, P173.
   Zareai Miad, 2010, {[}Interpreting and Translation Studies, 통번역학연구], V14, P325.
   ZIMMERMAN BJ, 1992, AM EDUC RES J, V29, P663, DOI 10.2307/1163261.},
Number-of-Cited-References = {59},
Times-Cited = {18},
Usage-Count-Last-180-days = {5},
Usage-Count-Since-2013 = {35},
Journal-ISO = {Interpret. Transl. Train.},
Doc-Delivery-Number = {AO8CI},
Web-of-Science-Index = {Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)},
Unique-ID = {WOS:000341579800003},
DA = {2023-10-02},
}

@article{ WOS:000341579800002,
Author = {Jimenez Ivars, Amparo and Pinazo Catalayud, Daniel and Ruiz i Fores,
   Marta},
Title = {Self-efficacy and language proficiency in interpreter trainees},
Journal = {INTERPRETER AND TRANSLATOR TRAINER},
Year = {2014},
Volume = {8},
Number = {2},
Pages = {167-182},
Month = {JUL},
Abstract = {The aim of this paper is to empirically assess the impact of
   self-efficacy on the performance of trainee interpreters with different
   degrees of second-language competence. Self-efficacy, as understood by
   Bandura, is defined as people's beliefs about their capabilities to
   produce designated levels of performance. This article begins by
   presenting an overview of this psychological construct and highlighting
   the difference between general self-efficacy and specific self-efficacy.
   Second, it reviews the literature on self-efficacy and its relation to
   performance, as well as the relationship between the process of
   second-language acquisition and the process of interpreting skills
   acquisition. Interpreting tasks performed by students with low
   linguistic competence in their B language are compared with the output
   of trainee interpreters with high linguistic competence, after their
   specific self-efficacy expectations are measured. A sample of 281
   interpreting trainees was used for this study. Results show that
   self-efficacy is relevant when predicting performance only in trainees
   with high linguistic competence, and not relevant for trainees with low
   linguistic competence. However, high linguistic competence trainees
   lacking self-efficacy offer poorer interpretation renderings.
   Implications for teaching are discussed.},
Publisher = {ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD},
Address = {2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND},
Type = {Article},
Language = {English},
Affiliation = {Ivars, AJ (Corresponding Author), Univ Jaume 1, Dept Traduccio \& Comunicacio, Campus Riu Sec, E-12071 Castellon de La Plana, Spain.
   Jimenez Ivars, Amparo; Ruiz i Fores, Marta, Univ Jaume 1, Dept Traduccio \& Comunicacio, E-12071 Castellon de La Plana, Spain.
   Pinazo Catalayud, Daniel, Univ Jaume 1, Dept Psicol Evolutiva Educ Social \& Metodol, E-12071 Castellon de La Plana, Spain.},
DOI = {10.1080/1750399X.2014.908552},
ISSN = {1750-399X},
EISSN = {1757-0417},
Keywords = {self-efficacy; performance; interpreting; second-language competence;
   interpreter training},
Keywords-Plus = {SOCIAL COGNITIVE THEORY; PERFORMANCE; PERSONALITY; COMPETENCE; APTITUDE;
   CAREER; MOTIVATION},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics; Language \& Linguistics},
Author-Email = {jimenez@uji.es},
Affiliations = {Universitat Jaume I; Universitat Jaume I},
ResearcherID-Numbers = {Pinazo, Daniel/G-8824-2011
   },
ORCID-Numbers = {Pinazo, Daniel/0000-0001-8634-5509
   Jimenez-Ivars, Amparo/0000-0003-1648-3273},
Cited-References = {Ackerman PL, 1997, PSYCHOL BULL, V121, P219, DOI 10.1037/0033-2909.121.2.219.
   {[}Anonymous], 1997, C INTERPRETING CURRE.
   {[}Anonymous], {[}No title captured].
   {[}Anonymous], 1997, INTERPRETING.
   {[}Anonymous], 2007, COLL STUD J.
   {[}Anonymous], 2012, ENGLISH LANGUAGE TEA.
   {[}Anonymous], PERSONALITY PSYCHOL, DOI DOI 10.1037/10434-004.
   {[}Anonymous], 2007, INTERPRETING, DOI DOI 10.1075/INTP.9.1.05LOP.
   {[}Anonymous], 2001, HDB SPORT PSYCHOL.
   {[}Anonymous], 2002, DEV ACHIEVEMENT MOTI, DOI {[}10.1016/B978-012750053-9/50003-6, DOI 10.1016/B978-012750053-9/50003-6, DOI 10.1016/B978-0-12-750053-9.X5000-1].
   {[}Anonymous], TYPOLOGY VIRTUAL TEA.
   {[}Anonymous], HIGHER ED RES DEV, DOI DOI 10.1080/0729436032000168487.
   Baessler J., 1996, ANSIEDAD ESTR S, V2, P1.
   BANDURA A, 1978, AM PSYCHOL, V33, P344, DOI 10.1037/0003-066X.33.4.344.
   Bandura A, 2001, ANNU REV PSYCHOL, V52, P1, DOI 10.1146/annurev.psych.52.1.1.
   BANDURA A, 1989, PRIM PREV P, V13, P128.
   Bandura A., 1987, PENSAMIENTO Y ACCION.
   Bandura A., 1986, SOCIAL FDN THOUGHT A.
   Bandura A., 1977, SOCIAL LEARNING THEO.
   Bandura A., 1992, SELF EFFICACY THOUGH, P3.
   Bennet G., 2000, TESTS APTITUDES DIFE.
   BETZ NE, 1992, CAREER DEV Q, V41, P22, DOI 10.1002/j.2161-0045.1992.tb00352.x.
   Bong M, 2001, CONTEMP EDUC PSYCHOL, V26, P553, DOI 10.1006/ceps.2000.1048.
   Bong M, 1999, EDUC PSYCHOL-US, V34, P139, DOI 10.1207/s15326985ep3403\_1.
   Bontempo K, 2011, INTERPRETING, V13, P85, DOI 10.1075/intp.13.1.06bon.
   BOUCHARD TJ, 1990, SCIENCE, V250, P223, DOI 10.1126/science.2218526.
   Boyd N. G., 1994, ENTREP THEORY PRACT, V18, P63, DOI DOI 10.1177/104225879401800404.
   Burton L. J., 2005, P 2005 HERDSA ANN C, P68.
   Chamorro-Premuzic T, 2006, REV GEN PSYCHOL, V10, P251, DOI 10.1037/1089-2680.10.3.251.
   Chemers MM, 2001, J EDUC PSYCHOL, V93, P55, DOI 10.1037//0022-0663.93.1.55.
   Chen G, 2001, ORGAN RES METHODS, V4, P62, DOI 10.1177/109442810141004.
   Cho JH, 2010, INTERPRET TRANSL TRA, V4, P151, DOI 10.1080/13556509.2010.10798802.
   Choi N, 2001, EDUC PSYCHOL MEAS, V61, P475, DOI 10.1177/00131640121971338.
   Contreras Françoise, 2005, Divers.: Perspect. Psicol., V1, P183.
   Dejean Le Feal K, 1997, META, V42, P616, DOI 10.7202/003453ar.
   Feltz D L, 1988, Exerc Sport Sci Rev, V16, P423.
   Ghonsooly B., 2011, NOVITAS ROYAL RES YO, V5, P287.
   Giambruno C. S., 2005, DEL 2 AIETI C UNPUB.
   Gile D., 2000, LANGUAGE PROCESSING, P89, DOI DOI 10.1075/BTL.40.07GIL.
   HACKETT G, 1981, J VOCAT BEHAV, V18, P326, DOI 10.1016/0001-8791(81)90019-1.
   HOLAHAN CK, 1984, HEALTH PSYCHOL, V3, P315, DOI 10.1037/0278-6133.3.4.315.
   Hornberger JC, 1996, MED CARE, V34, P845, DOI 10.1097/00005650-199608000-00011.
   Judge TA, 1998, J APPL PSYCHOL, V83, P17, DOI 10.1037/0021-9010.83.1.17.
   Judge TA, 2002, J APPL PSYCHOL, V87, P797, DOI 10.1037//0021-9010.87.4.797.
   Kornakov P, 2000, META, V45, P241, DOI 10.7202/003342ar.
   Kurz I., 2003, INTERP NEWSLETTER, V12, P51.
   Kuwahata M., 2005, INTERPRETATION STUDI, V5, P173.
   Lambert S., 1992, INTERPRETERSNEWSLETT, V4, P25.
   LENT RW, 1994, J VOCAT BEHAV, V45, P79, DOI 10.1006/jvbe.1994.1027.
   Macnamara B. N., 2008, P 17 NAT CONV C INT, P33.
   Macnamara BN, 2011, INTERPRETING, V13, P121, DOI 10.1075/intp.13.1.08mac.
   Magogwe JM., 2007, SYSTEM, V35, P338, DOI {[}10.1016/j.system.2007.01.003, DOI 10.1016/J.SYSTEM.2007.01.003].
   MCAULEY E, 1993, J BEHAV MED, V16, P103, DOI 10.1007/BF00844757.
   Monacelli C., 2009, SELF PRESERVATION SI, DOI {[}10.1075/btl.84, DOI 10.1075/BTL.84].
   Moser-Mercer B., 1985, META, V30, P97, DOI {[}10.7202/003631ar, DOI 10.7202/003631AR].
   Nancy SCHWEDA-NICHOLSON, 2005, {[}Interpretation and Translation, 통역과 번역], V7, P61.
   O'Connor MC, 2007, PERS INDIV DIFFER, V43, P971, DOI 10.1016/j.paid.2007.03.017.
   OLEARY A, 1985, BEHAV RES THER, V23, P437, DOI 10.1016/0005-7967(85)90172-X.
   Pajares F, 1996, REV EDUC RES, V66, P543, DOI 10.2307/1170653.
   Pajares F., 2001, PERCEPTION, P239.
   Pajares F., 2005, SELF EFFICACY BELIEF.
   Perez E., 2004, EVALUAR, V4, P23.
   Pintrich P. R., 2002, MOTIVATION ED.
   PINTRICH PR, 1990, J EDUC PSYCHOL, V82, P33, DOI 10.1037/0022-0663.82.1.33.
   Rosiers A, 2011, INTERPRETING, V13, P53, DOI 10.1075/intp.13.1.04ros.
   Russo M, 2011, INTERPRETING, V13, P5, DOI 10.1075/intp.13.1.02rus.
   SAWYER D, 1994, META, V39, P433, DOI 10.7202/004035ar.
   Scheller-Boltz D., 2010, DAS WORT, V233.
   SCHUNK DH, 1991, EDUC PSYCHOL-US, V26, P207, DOI 10.1207/s15326985ep2603\&4\_2.
   Schunk DH., 1995, SELF EFFICACY ADAPTA, P281, DOI {[}DOI 10.1007/978-1-4419-6868-5\_10, 10.1007/978-1-4419-6868-5\_10, DOI 10.1007/978].
   Schwarzer R, 1999, 20 INT C STRESS ANX.
   Shaw S., 2006, INTERPRETING, V8, P195, DOI {[}10.1075/intp.8.2.05sha, DOI 10.1075/INTP.8.2.05SHA].
   Shaw S., 2008, P 17 NAT CONV C INT, P91.
   Shaw S, 2011, INTERPRETING, V13, P70, DOI 10.1075/intp.13.1.05sha.
   Shlesinger M, 2011, INTERPRETING, V13, P1, DOI 10.1075/intp.13.1.01int.
   Stajkovic AD, 1998, PSYCHOL BULL, V124, P240, DOI 10.1037/0033-2909.124.2.240.
   TETI DM, 1991, CHILD DEV, V62, P918, DOI 10.2307/1131143.
   Timarova S, 2008, INTERPRET TRANSL TRA, V2, P29, DOI 10.1080/1750399X.2008.10798765.
   Timarova S, 2011, INTERPRETING, V13, P31, DOI 10.1075/intp.13.1.03tim.
   Valiante G., 2000, WRITING SELF EFFICAC.
   Wiedenbeck S., 2005, ICER 05 SEATTL WASH.
   Zeldin A., 2000, REV CAREER SELF EFFI.
   ZIMMERMAN BJ, 1992, AM EDUC RES J, V29, P663, DOI 10.2307/1163261.},
Number-of-Cited-References = {83},
Times-Cited = {17},
Usage-Count-Last-180-days = {4},
Usage-Count-Since-2013 = {45},
Journal-ISO = {Interpret. Transl. Train.},
Doc-Delivery-Number = {AO8CI},
Web-of-Science-Index = {Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)},
Unique-ID = {WOS:000341579800002},
DA = {2023-10-02},
}

@article{ WOS:000263157900006,
Author = {Ko, Leong},
Title = {Teaching Interpreting by Distance Mode: An Empirical Study},
Journal = {META},
Year = {2008},
Volume = {53},
Number = {4},
Pages = {814-840},
Month = {DEC},
Abstract = {This paper is based on an empirical study of teaching liaison
   interpreting - specifically, dialogue interpreting, consecutive
   interpreting and sight translation - by distance mode. In this research,
   two groups of students were recruited - the experimental group to be
   taught by distance mode and a control group trained face-to-face. The
   training program lasted for 13 weeks or 39 hours, with three contact
   hours per week. The training followed the principle that no face-to-face
   contact with distance students was made during the training process,
   including the final examination. The major media used in the research
   included sound-only teleconferencing, telephone and the Internet.
   Students' interpreting skills including language transfer and
   paralinguistic skills were assessed in different tests including an
   independent national test. The results of the research indicate that
   students trained by distance mode can achieve a level similar or
   comparable to those trained in the face-to-face manner in terms of
   interpreting ability and skills. The research has generated pedagogical
   implications for future attempts to teach interpreting by distance mode.},
Publisher = {PRESSES UNIV MONTREAL},
Address = {PO BOX 6128, SUCCURSALE A, 3744 RUE JEAN-BRILLANT, MONTREAL, QUEBEC H3T
   1P1, CANADA},
Type = {Article},
Language = {English},
Affiliation = {Ko, L (Corresponding Author), Univ Queensland, Brisbane, Qld, Australia.
   Univ Queensland, Brisbane, Qld, Australia.},
DOI = {10.7202/019649ar},
ISSN = {0026-0452},
Keywords = {teleconferencing; liaison interpreting; off-campus; on-campus; teaching
   interpreting},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Language \& Linguistics},
Author-Email = {l.ko@uq.edu.au},
Affiliations = {University of Queensland},
Cited-References = {{[}Anonymous], INTERPRETING STUDIES.
   {[}Anonymous], 1989, THEORETICAL PRACTICA.
   {[}Anonymous], 2003, REMOTE INTERPRETING.
   {[}Anonymous], TEACHING TRANSLATION.
   {[}Anonymous], 2002, TRANSLATION MEDIATED.
   CARR S, 2000, CRITICAL LINK, V2, P83.
   {*}DEAK U, 1996, 3 CORN INT ASS UNPUB.
   FORS J, 1999, ANOVAR ANOSAR ESTUDI, V1, P117.
   Gentile A., 1996, LIAISON INTERPRETING.
   Ko L, 1998, P 2 AS TRANSL FOR, P149.
   Ko L., 2006, INTERPRETING, V8, P67.
   KO L, 1996, TXB ENGLISH CHINESE.
   Ko L., 2006, LINGUISTICA ANTVERPI, V5, P325, DOI {[}10.52034/lanstts.v5i.167, DOI 10.52034/LANSTTS.V5I.167].
   KURZ I, 1999, ANOVAR ANOSAR ESTUDI, V1, P114.
   KUWAHATARICH M, 1997, P 8 INT C JAP ENGL T, P178.
   MACLEOD H, 2000, TELEPHONE TUTORIALS.
   MAY TL, 1996, STUDIES INTERPRETATI, V1, P141.
   Moeketsi R, 2005, INT J SPEECH LANG LA, V12, P77, DOI 10.1558/sll.2005.12.1.77.
   MOUZOURAKIS P, 1996, INTERPRETING, P21.
   {*}NAATI, 1997, INT TRANSL EX MAN.
   NAATI, 2002, MAN CAND.
   Nielsen J, 1996, J NIELSENS ALERTBOX.
   Oviatt S. L., 1992, Computer Speech and Language, V6, P277, DOI 10.1016/0885-2308(92)90021-U.
   Pointon T., 1998, TIS EUROPE 1976 2001.
   Rowan M., 1998, MOVING MEANING INTER.
   Roy Cynthia, 2000, INTERPRETING DISCOUR.
   Schlosser Charles A, 1994, DISTANCE ED REV LIT.
   Wadensjo Cecilia, 1992, INTERPRETING INTERAC.},
Number-of-Cited-References = {28},
Times-Cited = {16},
Usage-Count-Last-180-days = {3},
Usage-Count-Since-2013 = {17},
Journal-ISO = {Meta},
Doc-Delivery-Number = {404MS},
Web-of-Science-Index = {Arts &amp; Humanities Citation Index (A&amp;HCI)},
Unique-ID = {WOS:000263157900006},
OA = {Green Submitted},
DA = {2023-10-02},
}

@article{ WOS:000472966400001,
Author = {Schaeffer, Moritz and Huepe, David and Hansen-Schirra, Silvia and
   Hofmann, Sascha and Munoz, Edinson and Kogan, Boris and Herrera, Eduar
   and Ibanez, Agustin and Garcia, Adolfo M.},
Title = {The Translation and Interpreting Competence Questionnaire: an online
   tool for research on translators and interpreters},
Journal = {PERSPECTIVES-STUDIES IN TRANSLATION THEORY AND PRACTICE},
Year = {2020},
Volume = {28},
Number = {1},
Pages = {90-108},
Month = {JAN 2},
Abstract = {Despite the growth of research on translation and interpreting, measures
   of competence in such activities typically stem from informal,
   non-validated instruments. This scenario casts doubts on the ensuing
   findings and hinders comparability across studies. To address the issue,
   we introduce the Translation and Interpreting Competence Questionnaire
   (TICQ), an online tool for collecting relevant quantitative and
   qualitative data. The instrument comprises three sections. Section A
   covers demographic data and aspects of language history and multilingual
   abilities. Sections B and C focus on translation and interpreting
   competence, respectively, via self-rating scales on modality-specific
   skills and questions about procedural, declarative, and otherwise
   professional factors. A stringent validation procedure based on data
   from 284 participants (including item reliability estimations, principal
   component analyses, and multigroup discriminant function analyses)
   revealed that the TICQ can robustly classify subjects in terms of their
   actual status (laymen, students, professionals) in the translation and
   interpreting communities -with an accuracy of roughly 80\%. Importantly,
   the TICQ is available in three languages, it is fully customizable, and
   it can be administered online, locally or in pen-and-paper format.
   Briefly, this user-friendly tool provides comprehensive information for
   empirical investigations in the field, offering unprecedented
   opportunities to enhance sample selection, between-study comparisons,
   and meta-analytic research.},
Publisher = {ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD},
Address = {2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND},
Type = {Article},
Language = {English},
Affiliation = {Garcia, AM (Corresponding Author), INECO Fdn, Inst Cognit \& Translat Neurosci INCYT, Lab Expt Psychol \& Neurosci LPEN, Pacheco Melo 1860,C1126AAB, Buenos Aires, DF, Argentina.
   Schaeffer, Moritz; Hansen-Schirra, Silvia; Hofmann, Sascha, Johannes Gutenberg Univ Mainz Germersheim, Translat \& Cognit Lab TRA\&CO, Germersheim, Germany.
   Schaeffer, Moritz; Hansen-Schirra, Silvia; Hofmann, Sascha, Johannes Gutenberg Univ Mainz, Fachbereich Translat Sprach \& Kulturwissensch, Germersheim, Germany.
   Huepe, David; Ibanez, Agustin, Univ Adolfo Ibanez, Sch Psychol, CSCN, Santiago, Chile.
   Munoz, Edinson, Univ Santiago Chile, Fac Humanidades, Dept Linguist \& Literatura, Santiago, Chile.
   Kogan, Boris, Natl Univ Mar del Plata, Inst Basic \& Appl Psychol \& Technol IPSIBAT, Mar Del Plata, Buenos Aires, Argentina.
   Kogan, Boris, Natl Agcy Sci \& Technol Promot ANPCyT, Buenos Aires, DF, Argentina.
   Herrera, Eduar, Univ Icesi, Dept Estudios Psicol, Cali, Colombia.
   Ibanez, Agustin; Garcia, Adolfo M., Favaloro Univ, INECO Fdn, Lab Expt Psychol \& Neurosci LPEN, Inst Cognit \& Translat Neurosci INCYT, Buenos Aires, DF, Argentina.
   Ibanez, Agustin; Garcia, Adolfo M., Natl Sci \& Tech Res Council CONICET, Buenos Aires, DF, Argentina.
   Ibanez, Agustin; Garcia, Adolfo M., Univ Autonoma Caribe, Barranquilla, Colombia.
   Ibanez, Agustin, ACR, Ctr Excellence Cognit \& Disorders, Sydney, NSW, Australia.
   Garcia, Adolfo M., Natl Univ Cuyo UNCuyo, Fac Educ, Mendoza, Argentina.},
DOI = {10.1080/0907676X.2019.1629468},
EarlyAccessDate = {JUN 2019},
ISSN = {0907-676X},
EISSN = {1747-6623},
Keywords = {Translation competence; interpreting competence; self-report
   questionnaire; statistical validation; quantitative data; qualitative
   data},
Keywords-Plus = {LANGUAGE HISTORY QUESTIONNAIRE; WORKING-MEMORY; BRAIN; BILINGUALISM;
   PROFICIENCY; PLASTICITY; COMPONENTS; EXPERTISE; DOMINANCE; RATINGS},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics; Language \& Linguistics},
Author-Email = {adolfomartingarcia@gmail.com},
Affiliations = {Johannes Gutenberg University of Mainz; Johannes Gutenberg University of
   Mainz; Universidad Adolfo Ibanez; Universidad de Santiago de Chile;
   National University of Mar del Plata; Universidad ICESI; Centro Nacional
   Patagonico (CENPAT); Consejo Nacional de Investigaciones Cientificas y
   Tecnicas (CONICET); University Nacional Cuyo Mendoza},
ResearcherID-Numbers = {Kogan, Boris/HPD-5180-2023
   Ibanez, Agustin/H-7976-2015
   Herrera, Eduar/IXD-5515-2023
   García, Adolfo/E-7150-2017
   Schaeffer, Moritz/AAJ-1659-2021
   },
ORCID-Numbers = {Ibanez, Agustin/0000-0001-6758-5101
   Herrera, Eduar/0000-0001-9409-245X
   García, Adolfo/0000-0002-6936-0114
   Munoz, Edinson/0000-0001-9949-1230
   Kogan, Boris/0000-0002-5844-6203
   Huepe, David/0000-0001-8351-5314},
Funding-Acknowledgement = {FONCYT-PICT {[}2015-0983, 2017-1818, 2017-1820]; CONICYT/FONDECYT
   {[}1170010]; FONDAP {[}15150012]; CONICET; INECO Foundation; Programa
   Interdisciplinario de Investigacion Experimental en Comunicacion y
   Cognicion (PIIECC), Facultad de Humanidades, USACH},
Funding-Text = {This work was supported by FONCYT-PICT, under Grants 2015-0983,
   2017-1818, and 2017-1820; CONICYT/FONDECYT, under Grant 1170010; FONDAP,
   under Grant 15150012; CONICET; the INECO Foundation; and Programa
   Interdisciplinario de Investigacion Experimental en Comunicacion y
   Cognicion (PIIECC), Facultad de Humanidades, USACH.},
Cited-References = {Abdi H, 2010, WIRES COMPUT STAT, V2, P433, DOI 10.1002/wics.101.
   Alves F, 2013, TARGET-NETH, V25, P107, DOI 10.1075/target.25.1.09alv.
   {[}Anonymous], BILING LANG COGN.
   {[}Anonymous], 2008, LOOKING EYES EYE TRA.
   {[}Anonymous], 2007, PERSPECTIVES.
   {[}Anonymous], 2014, KNOWN UNKNOWNS TRANS.
   Babcock L, 2017, BILING-LANG COGN, V20, P403, DOI 10.1017/S1366728915000735.
   Balling LW, 2014, META, V59, P234, DOI 10.7202/1027474ar.
   Beeby A, 2005, META, V50, P609.
   Burnett CM, 2015, ELECT STUD, V37, P41, DOI 10.1016/j.electstud.2014.11.006.
   Cai RD, 2015, INTERPRET TRANSL TRA, V9, P104, DOI 10.1080/1750399X.2015.1016279.
   Carl M, 2011, META, V56, P952, DOI 10.7202/1011262ar.
   Christoffels IK, 2006, J MEM LANG, V54, P324, DOI 10.1016/j.jml.2005.12.004.
   Christoffels IK, 2013, J COGN PSYCHOL, V25, P646, DOI 10.1080/20445911.2013.821127.
   DARLINGTON RB, 1973, REV EDUC RES, V43, P433, DOI 10.3102/00346543043004433.
   Garcia AMD, 2019, IDP-INTERNET LAW POL, P1, DOI 10.7238/idp.v0i28.3195.
   Garcia AMD, 2016, IDP-INTERNET LAW POL, P21, DOI 10.7238/idp.v0i23.3065.
   Dragsted B, 2012, ACROSS LANG CULT, V13, P81, DOI 10.1556/Acr.13.2012.1.5.
   Duyck W, 2004, J EXP PSYCHOL HUMAN, V30, P889, DOI 10.1037/0096-1523.30.5.889.
   Elmer S, 2014, CORTEX, V54, P179, DOI 10.1016/j.cortex.2014.02.014.
   Elmer S, 2010, BRAIN RES, V1317, P147, DOI 10.1016/j.brainres.2009.12.052.
   FABBRO F, 1991, BRAIN LANG, V41, P1, DOI 10.1016/0093-934X(91)90108-D.
   Ferreira A., 2015, PSYCHOLINGUISTIC COG, V115, DOI 10.52034/lanstts.v16i0.456.
   Garcia A. M., 2019, NEUROCOGNITION TRANS.
   Garcia AM, 2015, TRANSL SPACES, V4, P9, DOI 10.1075/ts.4.1.01gar.
   Garcia AM, 2015, META, V60, P112, DOI 10.7202/1032402ar.
   Garcia AM, 2014, TRANSL INTERPRET STU, V9, P219, DOI 10.1075/tis.9.2.04gar.
   Garcia AM, 2014, FRONT PSYCHOL, V5, DOI 10.3389/fpsyg.2014.01302.
   Garcia AM, 2013, J NEUROLINGUIST, V26, P370, DOI 10.1016/j.jneuroling.2012.12.002.
   Gollan TH, 2012, BILING-LANG COGN, V15, P594, DOI 10.1017/S1366728911000332.
   Grabner RH, 2007, BRAIN RES BULL, V72, P57, DOI 10.1016/j.brainresbull.2007.01.001.
   Guilford JP, 1953, EDUC PSYCHOL MEAS, V13, P87, DOI 10.1177/001316445301300109.
   Haeffel GJ, 2010, AM J PSYCHOL, V123, P181, DOI 10.5406/amerjpsyc.123.2.0181.
   Hair J., 2017, MULTIVARIATE DATA AN.
   Henrard S, 2017, FRONT PSYCHOL, V8, DOI 10.3389/fpsyg.2017.01870.
   Hervais-Adelman A, 2015, CEREB CORTEX, V25, P4727, DOI 10.1093/cercor/bhu158.
   Hervais-Adelman A, 2015, NEUROIMAGE, V114, P264, DOI 10.1016/j.neuroimage.2015.03.072.
   HOWARD KI, 1962, EDUC PSYCHOL MEAS, V22, P731, DOI 10.1177/001316446202200407.
   Hubscher-Davidson SE, 2009, PERSPECT STUD TRANSL, V17, P175, DOI 10.1080/09076760903249380.
   Hulstijn JH, 2012, BILING-LANG COGN, V15, P422, DOI 10.1017/S1366728911000678.
   Ibanez AJ, 2010, ACTA PSYCHOL, V135, P257, DOI 10.1016/j.actpsy.2010.07.009.
   Immonen S., 2006, TARGET, V18, P313, DOI DOI 10.1075/TARGET.18.2.06IMM.
   Langdon HW, 2005, BILING RES J, V29, P319, DOI 10.1080/15235882.2005.10162838.
   Lehtonen M, 2018, PSYCHOL BULL, V144, P394, DOI 10.1037/bul0000142.
   Lewis GJ, 2013, PSYCHOLOGIST, V26, P194.
   Li P, 2006, BEHAV RES METHODS, V38, P202, DOI 10.3758/BF03192770.
   Li P, 2014, BILING-LANG COGN, V17, P673, DOI 10.1017/S1366728913000606.
   Linck JA, 2014, PSYCHON B REV, V21, P861, DOI 10.3758/s13423-013-0565-2.
   Marion V, 2007, J SPEECH LANG HEAR R, V50, P940, DOI 10.1044/1092-4388(2007/067).
   MEREDITH W, 1964, PSYCHOMETRIKA, V29, P55, DOI 10.1007/BF02289567.
   Morales J, 2015, ACTA PSYCHOL, V155, P82, DOI 10.1016/j.actpsy.2014.12.004.
   Munoz E., 2018, FRONTIERS PSYCHOL.
   Munoz Martin R., 2018, PERSPECTIVES, V27, P525.
   Orozco M, 2002, META, V47, P375, DOI 10.7202/008022ar.
   Peres-Neto PR, 2005, COMPUT STAT DATA AN, V49, P974, DOI 10.1016/j.csda.2004.06.015.
   POREBSKI OR, 1966, BRIT J MATH STAT PSY, V19, P215, DOI 10.1111/j.2044-8317.1966.tb00369.x.
   Prior A, 2011, APPL PSYCHOLINGUIST, V32, P93, DOI 10.1017/s0142716410000305.
   Proverbio A. M., 2011, PSYCHOLOGY, V2, P12.
   Santilli M, 2019, BILING-LANG COGN, V22, P331, DOI 10.1017/S1366728918000378.
   Schaeffer M, 2013, TRANSL INTERPRET STU, V8, P169, DOI 10.1075/tis.8.2.03sch.
   Schwieter J.H., 2017, HDB TRANSLATION COGN, P144.
   Smith L.I., 2002, TUTORIAL PRINCIPAL C.
   Stevens J.P., 2012, APPL MULTIVARIATE ST.
   Sunderman G, 2006, STUD SECOND LANG ACQ, V28, P387, DOI 10.1017/S0272263106060177.
   Tiselius Elisabet., 2017, HDB TRANSLATION COGN, P423, DOI {[}10.1002/9781119241485.ch23, DOI 10.1002/9781119241485.CH23].
   Van de Putte E, 2018, CORTEX, V99, P243, DOI 10.1016/j.cortex.2017.11.024.
   Worthington RL, 2006, COUNS PSYCHOL, V34, P806, DOI 10.1177/0011000006288127.
   Yudes C, 2011, FRONT PSYCHOL, V2, DOI 10.3389/fpsyg.2011.00309.},
Number-of-Cited-References = {68},
Times-Cited = {14},
Usage-Count-Last-180-days = {3},
Usage-Count-Since-2013 = {50},
Journal-ISO = {Perspect.-Stud. Transl.},
Doc-Delivery-Number = {OP1WS},
Web-of-Science-Index = {Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)},
Unique-ID = {WOS:000472966400001},
DA = {2023-10-02},
}

@article{ WOS:000378750800009,
Author = {Motta, Manuela},
Title = {A blended learning environment based on the principles of deliberate
   practice for the acquisition of interpreting skills},
Journal = {INTERPRETER AND TRANSLATOR TRAINER},
Year = {2016},
Volume = {10},
Number = {1},
Pages = {133-149},
Abstract = {Students who enrol in a conference interpreting programme start out as
   novices and are expected to become experts by the end of a post-graduate
   programme. From then on, they are expected to produce high-quality
   performances for their entire professional career, without benefitting
   from virtually any structured or formal appreciation of their work, if
   they work as freelance intepreters, with the exception of occasional
   feedback from clients or peers; hence, the need for students to become
   adaptive experts, i.e. autonomous learners who can think and act as
   professionals. We believe that real-life problem-based deliberate
   practice in situated learning environments helps learners reach this
   objective. The blended learning environment adopted at the Interpreting
   Department, University of Geneva, promotes a collaborative approach to
   learning by means of activities anchored in real context and helps
   learners become autonomous, meta-cognitive and self-regulated under the
   guidance of the scaffolding and modelling skills of teaching assistants.
   This article describes how this pedagogical approach to training is
   implemented and in what way it contributes to training students to
   become adaptive experts. Results of the study that was carried out to
   evaluate the learning environment, and more specifically its blended
   tutoring programme, will be used to substantiate this theory-driven
   approach.},
Publisher = {ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD},
Address = {2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND},
Type = {Article},
Language = {English},
Affiliation = {Motta, M (Corresponding Author), Univ Geneva, Fac Translat \& Interpreting, Interpreting Dept, Blvd Pont Arve 40, CH-1211 Geneva 4, Switzerland.
   Motta, Manuela, Univ Geneva, Fac Translat \& Interpreting, Interpreting Dept, Blvd Pont Arve 40, CH-1211 Geneva 4, Switzerland.},
DOI = {10.1080/1750399X.2016.1154347},
ISSN = {1750-399X},
EISSN = {1757-0417},
Keywords = {Interpreter training; adaptive expertise; situated cognition;
   meta-cognition; autonomous learning; deliberate practice},
Keywords-Plus = {FEEDBACK},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics; Language \& Linguistics},
Author-Email = {Manuela.Motta@unige.ch},
Affiliations = {University of Geneva},
Cited-References = {ANDERS EK, 2000, INTERPRETING, V5, P187, DOI DOI 10.1075/INTP.5.2.08ERI.
   {[}Anonymous], CONSTRUCTIVISM TECHN.
   {[}Anonymous], 1995, LEARN INSTR, DOI DOI 10.1016/0959-4752(95)00007-P.
   {[}Anonymous], 2010, NATURE LEAMING USING, DOI DOI 10.1787/9789264086487-EN.
   Baigorri-Jalon Jesus, 2000, INTERPRETACION C NAC.
   Barab SA, 2000, THEORETICAL FOUNDATIONS OF LEARNING ENVIRONMENTS, P25.
   Bereiter C, 1993, SURPASSING OURSELVES.
   Black P, 2009, EDUC ASSESS EVAL ACC, V21, P5, DOI 10.1007/s11092-008-9068-5.
   Boud D., 2000, STUD CONTIN EDUC, V22, P151, DOI DOI 10.1080/713695728.
   Boud D., 2001, NEW DIRECTIONS ADULT, V2001, P9, DOI {[}10.1002/ace.16, DOI 10.1002/ACE.16].
   Bransford John, 2000, PEOPLE LEARN.
   BUTLER DL, 1995, REV EDUC RES, V65, P245, DOI 10.2307/1170684.
   Davidson J.E., 1996, METACOGNITION KNOWIN, P207.
   DeCorte, 2010, NATURE LEARNING USIN, P35, DOI DOI 10.1787/9789264086487-4-EN.
   Dennen V. P., 2008, HDB RES ED COMMUNICA, V3, P425.
   Duffy T.M., 1996, HDB RES ED COMMUNICA.
   Ericsson KA, 2006, CAMBRIDGE HANDBOOK OF EXPERTISE AND EXPERT PERFORMANCE, P683.
   ERICSSON KA, 1993, PSYCHOL REV, V100, P363, DOI 10.1037/0033-295X.100.3.363.
   Ericsson KA, 2004, ACAD MED, V79, pS70, DOI 10.1097/00001888-200410001-00022.
   Glaser R, 1996, ROAD TO EXCELLENCE, P303.
   Graham C., 2008, HDB RES ED COMMUNICA, P269.
   Gruber H., 1996, LEARNING HUMANS MACH, P168.
   Hatano G., 1986, CHILD DEV ED JAPAN.
   Jonassen D. H., 2000, THEORETICAL FDN LEAR, P123.
   Land SM, 2000, THEORETICAL FOUNDATIONS OF LEARNING ENVIRONMENTS, P1.
   Liu NF, 2006, TEACH HIGH EDUC, V11, P279, DOI 10.1080/13562510600680582.
   Mason B., 2001, PROVIDING FEEDBACK C.
   Moser-Mercer B., 2010, TRANSLATION COGNITIO, P262.
   Moser-Mercer B., 1997, TRANSLATIONSDIDAKTIK, P255.
   Moser-Mercer B, 2008, INTERPRET TRANSL TRA, V2, P1.
   Motta M., 2013, THESIS.
   Palincsar AS, 1998, ANNU REV PSYCHOL, V49, P345, DOI 10.1146/annurev.psych.49.1.345.
   PIAGET J, 1977, NAISSANCE INTELLIGEN.
   Resnick L. B., 2010, NATURE LEARNING USIN, P285, DOI DOI 10.1787/9789264086487-14-EN.
   Sawyer R. K., 2009, CAMBRIDGE HDB LEARNI, P1.
   Sawyer RK, 2009, CAMBRIDGE HDB LEARNI, P47.
   Spalding E, 2002, TEACH COLL REC, V104, P1393, DOI 10.1111/1467-9620.00208.
   STERNBERG RJ, 2002, PURSUIT EXCELLENCE E, P57.
   Vygotsky L. S., 1980, MIND SOC DEV HIGHER, DOI 10.2307/j.ctvjf9vz4.},
Number-of-Cited-References = {39},
Times-Cited = {14},
Usage-Count-Last-180-days = {5},
Usage-Count-Since-2013 = {48},
Journal-ISO = {Interpret. Transl. Train.},
Doc-Delivery-Number = {DP8LY},
Web-of-Science-Index = {Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)},
Unique-ID = {WOS:000378750800009},
DA = {2023-10-02},
}

@article{ WOS:000423876000007,
Author = {Yenkimaleki, Mahmood and van Heuven, Vincent J.},
Title = {The effect of teaching prosody awareness on interpreting performance: an
   experimental study of consecutive interpreting from English into Farsi},
Journal = {PERSPECTIVES-STUDIES IN TRANSLATION THEORY AND PRACTICE},
Year = {2018},
Volume = {26},
Number = {1},
Pages = {84-99},
Abstract = {This study investigates the effect of prosodic feature awareness
   training on the quality of interpreting by interpreter trainees. Two
   groups of student interpreters were formed. Participants were assigned
   to groups at random, but with equal division between genders (seven
   males in each group). The control group was then taught interpreting
   skills by the routine curriculum, while the experimental group spent
   part of the time instead on theoretical explanation and practical
   exercises emphasizing prosodic differences between Farsi and English.
   Three raters assessed the quality of the interpreter trainees'
   performance in a post-test in terms of accuracy, omissions, overall
   coherence, grammar, expression, word choice, terminology, accentedness,
   pace and voice. The results show that prosodic feature awareness
   training did have a statistically significant effect on the quality
   measures: the overall assessment of the experimental group was 14 points
   better (on a scale between 0 and 100) than that of the control group.
   Moreover, the difference was larger for the phonetic/prosodic quality
   scales (accentedness, pace, voice) than for the other scales. These
   results have implications for designers of curricula for training
   interpreters, material producers and all who are involved in
   foreign-language study and pedagogy.},
Publisher = {ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD},
Address = {2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND},
Type = {Article},
Language = {English},
Affiliation = {Yenkimaleki, M (Corresponding Author), Leiden Univ, Ctr Linguist, Leiden, Netherlands.
   Yenkimaleki, Mahmood; van Heuven, Vincent J., Leiden Univ, Ctr Linguist, Leiden, Netherlands.
   van Heuven, Vincent J., Leiden Univ, Ctr Linguist, Expt Linguist \& Phonet, Leiden, Netherlands.
   van Heuven, Vincent J., Univ Pannonia, Dept Hungarian \& Appl Linguist, Veszprem, Hungary.},
DOI = {10.1080/0907676X.2017.1315824},
ISSN = {0907-676X},
EISSN = {1747-6623},
Keywords = {prosody; awareness training; interpreting studies; linguistic stress;
   English; Farsi},
Keywords-Plus = {INTELLIGIBILITY},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics; Language \& Linguistics},
Author-Email = {m.yenkimaleki@hum.leidenuniv.nl},
Affiliations = {Leiden University; Leiden University - Excl LUMC; Leiden University -
   Excl LUMC; Leiden University; University of Pannonia},
ResearcherID-Numbers = {Yenkimaleki, Mahmood/AAO-3985-2020
   van+Heuven, Vincent/AAL-6083-2020
   van Heuven, Vincent/AGK-0262-2022},
ORCID-Numbers = {Yenkimaleki, Mahmood/0000-0002-8712-9004
   van Heuven, Vincent/0000-0003-3631-5699},
Funding-Acknowledgement = {Leiden University; LUCL (Leiden University Centre for Linguistics); UAF
   (University Assistance Fund)},
Funding-Text = {The first author is most grateful to the management board of Leiden
   University, to LUCL (Leiden University Centre for Linguistics), and to
   UAF (University Assistance Fund) for financial support during his
   five-year stay in The Netherlands.},
Cited-References = {Ahrens B., 2004, PROSODY BEIM SIMULTA.
   {[}Anonymous], LANGUAGE ACQUISITION.
   {[}Anonymous], THESIS.
   {[}Anonymous], 2003, DEV 2 LANGUAGE LISTE.
   {[}Anonymous], 1978, GEORGETOWN U ROUND T.
   BIALYSTOK E, 1978, LANG LEARN, V28, P69, DOI 10.1111/j.1467-1770.1978.tb00305.x.
   Bissiri MP, 2009, SPEECH COMMUN, V51, P933, DOI 10.1016/j.specom.2009.03.001.
   BOLINGER D, 1972, LANGUAGE, V48, P633, DOI 10.2307/412039.
   Brewer W.F., 1974, COGNITION SYMBOLIC P, P1.
   Cutler A., 2012, NATIVE LISTENING LAN.
   DAWSON ME, 1987, COGNITIVE PROCESS, P27.
   DEBOT K, 1983, LANG SPEECH, V26, P331, DOI 10.1177/002383098302600402.
   Derwing TM, 1998, LANG LEARN, V48, P393, DOI 10.1111/0023-8333.00047.
   Derwing TM, 2003, CAN MOD LANG REV, V59, P547, DOI 10.3138/cmlr.59.4.547.
   Field J, 2005, TESOL QUART, V39, P399, DOI 10.2307/3588487.
   Grosjean Francois, 2001, ONE MIND 2 LANGUAGES, P1, DOI DOI 10.1002/9781405198431.
   Gut U., 2007, NONNATIVE PROSODY PH, P3, DOI 10.1515/9783110198751.0.3.
   Hardison DM, 2004, LANG LEARN TECHNOL, V8, P34.
   HIROSE K, 2004, P INT S TON ASP LANG, P77.
   Hismanoglu M., 2006, J LANGUAGE LINGUISTI, V2, P101.
   Huang C., 2004, J NATL TAIPEI TEACHE, V17, P59.
   Huber D., 2005, P FONETIK GOT DEP LI, P49.
   Jackson CN, 2011, UNTERRICHTSPRAXIS, V44, P1, DOI 10.1111/j.1756-1221.2011.00087.x.
   Jones R., 2014, C INT EXPL NEW YORK.
   Kager Rene, 1989, METRICAL THEORY STRE.
   LEWIS MW, 1985, COGNITIVE PSYCHOL, V17, P26, DOI 10.1016/0010-0285(85)90003-9.
   Liu J., 2013, RADIAL BASIS FUNCTIO, P1.
   Miller J, 2006, J EDUC PSYCHOL, V98, P839, DOI 10.1037/0022-0663.98.4.839.
   NAGANO K, 1990, 1 INT C SPOK LANG PR, P1169.
   Nooteboom S, 1997, HDB PHONETIC SCI, P640.
   Rost M., 2011, TEACHING RES LISTENI.
   RUTHERFORD WE, 1985, APPL LINGUIST, V6, P274, DOI 10.1093/applin/6.3.274.
   Sawyer B., 2004, FUNDAMENTAL ASPECTS.
   SHANKWEILER D, 1986, COGNITION, V24, P139, DOI 10.1016/0010-0277(86)90008-9.
   Su C.Y, 2015, P 18 INT C PHON SCI.
   Sundstrom A., 1998, P ISCA WORKSH SPEECH, P49.
   THOMPSON GB, 1993, READING ACQUISITION.
   TUNMER WE, 1988, READ RES QUART, V23, P134, DOI 10.2307/747799.
   van Heuven V. J., 2017, NEDERLANDSE TAALKUND, V22, P3, DOI DOI 10.5117/NEDTAA2017.1.HEUV.
   van Heuven V. J., 2014, P 4 INT S TONAL ASPE, P211.
   van Heuven V.J, 2017, NEDERLANDSE TAALKUND, V22, P43.
   Van Heuven VJ, 2008, INT J HUMANIT ARTS C, V2, P39, DOI 10.3366/E1753854809000305.
   van Heuven VJ, 1986, DUTCH LINGUISTICS BE, P67.
   Wang RL, 2011, SPEECH COMMUN, V53, P175, DOI 10.1016/j.specom.2010.08.015.
   Whalley K, 2006, J RES READ, V29, P288, DOI 10.1111/j.1467-9817.2006.00309.x.
   WINGFIELD A, 1975, STRUCTURE PROCESS SP, P146.
   Yenkimaleki, 2016, J ADV LINGUISTICS, V7, P1101, DOI {[}10.24297/jal.v7i1.5158, DOI 10.24297/JAL.V7I1.5158].
   Yenkimaleki M., 2017, EFFECT PROSODY AWARE.
   Yenkimaleki M., 2016, ASIA PACIFIC TRANSLA, V3, P235, DOI 10.1080/23306343.2016.1233930.
   Yenkimaleki M., 2016, INT J ENGLISH LANGUA, V4, P32, DOI {[}10.37745/ijelt.13, DOI 10.37745/IJELT.13].},
Number-of-Cited-References = {50},
Times-Cited = {12},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {18},
Journal-ISO = {Perspect.-Stud. Transl.},
Doc-Delivery-Number = {FU5EN},
Web-of-Science-Index = {Arts &amp; Humanities Citation Index (A&amp;HCI)},
Unique-ID = {WOS:000423876000007},
OA = {Green Published, hybrid},
DA = {2023-10-02},
}

@article{ WOS:000497704200012,
Author = {Mellinger, Christopher D. and Gasca-Jimenez, Laura},
Title = {Challenges and opportunities for heritage language learners in
   interpreting courses in the US context},
Journal = {REVISTA SIGNOS},
Year = {2019},
Volume = {52},
Number = {101},
Pages = {950-974},
Month = {DEC},
Abstract = {Recent studies indicate that heritage language speakers have
   professional opportunities in translation and interpreting (e.g.,
   Carreira, 2014a) because of their unique linguistic and cultural
   background. In addition, heritage language speakers' unique background
   and previous experiences as language brokers or non-professional
   interpreters or translators have also been suggested as an advantage in
   the context of translation and interpreting pedagogy (e.g., Valdes,
   2003). The field of interpreting pedagogy, initially modeled and taught
   by professionals in the field based on their experience, has favored a
   more research-based interpreting pedagogy that draws on
   empirically-grounded studies focusing on interpreting competence and
   instructional strategies (e.g., Colina \& Angelelli, 2015a). Despite the
   recent growth in research-based pedagogy, there is limited reflection on
   the challenges and opportunities heritage language speakers face in
   interpreting courses. Research has shown that heritage language and
   second language speakers exhibit a number of differences that have a
   direct impact on heritage language education (e.g., Potowski \& Lynch,
   2014; Carreira, 2016b); however, these differences have not been fully
   explored in the context of interpreter education. The present article
   contributes to this gap and encourages further work in this area by
   investigating the underexplored relationships among language for
   specific purposes, heritage language education, and translation and
   interpreting. In doing so, this work aims to understand the role and
   profile of heritage language learners in interpreting courses and how
   existing skillsets may be better exploited to guide interpreter
   education. First, the literature on heritage language learners and
   education is reviewed in conjunction with interpreting pedagogy. Then,
   challenges and opportunities for this subpopulation of students are
   discussed while identifying potential avenues for additional
   investigation.},
Publisher = {EDICIONES UNIV VALPARAISO},
Address = {CASILLA 1415, VALPARAISO, 00000, CHILE},
Type = {Article},
Language = {English},
Affiliation = {Mellinger, CD (Corresponding Author), Univ North Carolina Charlotte, Charlotte, NC 28262 USA.
   Mellinger, Christopher D., Univ North Carolina Charlotte, Charlotte, NC 28262 USA.
   Gasca-Jimenez, Laura, Fairfield Univ, Fairfield, CT 06430 USA.},
DOI = {10.4067/S0718-09342019000300950},
ISSN = {0718-0934},
Keywords = {Minority languages; language brokers; interpreting pedagogy; language
   proficiency; non-professional interpreting and translation},
Keywords-Plus = {SPANISH; TRANSLATION; ACQUISITION; LITERACY; PEDAGOGY; WORK},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics; Language \& Linguistics},
Author-Email = {cmelling@uncc.edu
   lgascajimenez1@fairfield.edu},
Affiliations = {University of North Carolina; University of North Carolina Charlotte;
   Fairfield University},
ResearcherID-Numbers = {Mellinger, Christopher/J-3291-2019},
ORCID-Numbers = {Mellinger, Christopher/0000-0003-4915-8821},
Cited-References = {Abbott Ann., 2017, HISPANIA, V100, P33.
   Angelelli C. V., 2011, INTERPRETING NATURAL, P103.
   {[}Anonymous], 2014, VOCES LATINO STUDENT.
   {[}Anonymous], 2011, INTERPRETING NATURAL.
   {[}Anonymous], 2007, IMPACT AMSTERDAM PHI.
   {[}Anonymous], SILICONREPUBLIC 1002.
   {[}Anonymous], 2004, HERITAGE LANGUAGE J, DOI DOI 10.46538/HLJ.2.1.1.
   {[}Anonymous], 2018, J SPANISH LANGUAGE T.
   {[}Anonymous], REV INT HUMANITATS.
   {[}Anonymous], 2012, SPANISH HERITAGE LAN.
   {[}Anonymous], 1995, LANG EDUC-UK, DOI DOI 10.1080/095.
   {[}Anonymous], 2014, TRANSLATION LANGUAGE.
   {[}Anonymous], 1969, P 2 LOUISVILLE C RAT.
   {[}Anonymous], ACT 15 C INT ASELE.
   {[}Anonymous], BASIC CONCEPTS MODEL, DOI DOI 10.1075/BTL.8.
   {[}Anonymous], COGNITIVE PROCESSES.
   Antonini R., 2017, NONPROFESSIONAL INTE.
   Au TKF, 2002, PSYCHOL SCI, V13, P238, DOI 10.1111/1467-9280.00444.
   Bao C, 2015, INT SYM QUAL ELECT, P47.
   Beaudrie S., 2014, HERITAGE LANGUAGE TE.
   Beaudrie S, 2009, SPAN CONTEXT, V6, P85, DOI 10.1075/sic.6.1.06bea.
   Beaudrie SM, 2011, FOREIGN LANG ANN, V44, P321, DOI 10.1111/j.1944-9720.2011.01137.x.
   BELPOLITI Flavia, 2013, TRANSLATION LANGUAGE, P65.
   Benmamoun E, 2013, THEOR LINGUIST, V39, P129, DOI 10.1515/tl-2013-0009.
   Buriel R, 1998, HISPANIC J BEHAV SCI, V20, P283, DOI 10.1177/07399863980203001.
   Cai RD, 2015, INTERPRET TRANSL TRA, V9, P104, DOI 10.1080/1750399X.2015.1016279.
   Carreira M., 2016, ADV SPANISH HERITAGE, V49, P159, DOI {[}10.1075/sibil.49.09car, DOI 10.1075/SIBIL.49.09CAR].
   Carreira M., 2014, RETHINKING HERITAGE, P20.
   Carreira M., 2010, HERITAGE LANGUAGE J, V7.
   Carreira M, 2014, HANDBOOK OF HERITAGE, COMMUNITY, AND NATIVE AMERICAN LANGUAGES IN THE UNITED STATES: RESEARCH, POLICY, AND EDUCATIONAL PRACTICE, P66.
   Carreira M, 2011, FOREIGN LANG ANN, V44, P40, DOI 10.1111/j.1944-9720.2010.01118.x.
   Carreira Maria., 2016, INNOVATIVE STRATEGIE, P123.
   Carreres A, 2014, INTERPRET TRANSL TRA, V8, P123, DOI 10.1080/1750399X.2014.908561.
   Cirillo Letizia, 2017, TEACHING DIALOGUE IN.
   COLINA S, 2017, J SPANISH LANGUAGE T, V4, P1.
   Colina S, 2015, TRANSL INTERPRET STU, V10, P1, DOI 10.1075/tis.10.1.01ang.
   Colina Sonia, 2015, RES TRANSLATION INTE, P108.
   Cook G., 2010, TRANSLATION LANGUAGE.
   de Ramirez King, 2017, LANGUAGE SPECIFIC PU, P55.
   Dorner LM, 2007, AM J EDUC, V113, P451, DOI 10.1086/512740.
   Doyle MS, 2018, HISPANIA-J DEV INTER, V100, P95, DOI 10.1353/hpn.2018.0023.
   Fairclough M., 2016, INNOVATIVE STRATEGIE, P143.
   Fairclough M., 2005, SPANISH LANGUAGE HER.
   Fairclough M., 2016, INNOVATIVE STRATEGIE.
   Fairclough M, 2016, INT J BILING EDUC BI, V19, P185, DOI 10.1080/13670050.2015.1037718.
   Fairclough Marta, 2016, ADV SPANISH HERITAGE, P221.
   Fee M, 2014, HANDBOOK OF HERITAGE, COMMUNITY, AND NATIVE AMERICAN LANGUAGES IN THE UNITED STATES: RESEARCH, POLICY, AND EDUCATIONAL PRACTICE, P6.
   Fishman Joshua., 2006, DEV MINORITY LANGUAG, P12, DOI {[}10.21832/9781853598999-004, DOI 10.21832/9781853598999-004].
   Fishman Joshua., 1991, REVERSING LANGUAGE S.
   Fishman JA, 2014, HANDBOOK OF HERITAGE, COMMUNITY, AND NATIVE AMERICAN LANGUAGES IN THE UNITED STATES: RESEARCH, POLICY, AND EDUCATIONAL PRACTICE, P36.
   Garza A., 2013, THESIS.
   Gasca-Jimenez L., 2017, THESIS.
   Gile D., 2015, ROUTLEDGE ENCYCLOPAE, P135.
   Gonzalez-Davies M., 2004, MULTIPLE VOICES TRAN.
   Grosjean F., 2014, LANGUAGE DOMINANCE B, P66.
   Grosjean Francois, 1997, INTERPRETING, V2, P163, DOI DOI 10.1075/INTP.2.1-2.07GRO.
   Gutierrez M, 2006, REV OCCIDENTE, P170.
   Hale SB, 2007, RES PRACT APPL LINGU, P1, DOI 10.1057/9780230593442.
   Hansen I., 2007, INTERPRETING, V9, P95, DOI DOI 10.1075/INTP.9.1.06GOR.
   Harris B., 1978, LANGUAGE INTERPRETAT, P155, DOI {[}DOI 10.1007/978-1-4615-9077-4\_15, 10.1007/978-1-4615-9077-4\_15].
   Hornberger N. H., 2008, HERITAGE LANGUAGE ED, P3.
   Hubert MD, 2017, TEACHING TRANSLATION: PROGRAMS, COURSES, PEDAGOGIES, P55.
   Kagan OE, 2017, ROUTLEDGE HDB HERITA.
   Keith H., 1985, INTERPRETING LANGUAG, P1.
   Leeman J, 2005, FOREIGN LANG ANN, V38, P35, DOI 10.1111/j.1944-9720.2005.tb02451.x.
   Leeman J., 2016, INNOVATIVE STRATEGIE, P56.
   Leeman J., 2012, SPANISH HERITAGE LAN, P43.
   Martinez G., 2003, HERITAGE LANGUAGE J, V1, P1.
   Mellinger CD, 2018, HISPANIA-J DEV INTER, V100, P241, DOI 10.1353/hpn.2018.0059.
   MLA Ad Hoc Committee on Foreign Languages, 2007, FOR LANG HIGH ED NEW.
   Montrul S., 2014, HDB BILINGUALISM MUL, P168.
   Montrul S., 2016, ACQUISITION HERITAGE.
   Montrul S. A., 2002, BILINGUALISM LANGUAG, V5, P39, DOI DOI 10.1017/S1366728902000135.
   Montrul S, 2008, SECOND LANG RES, V24, P487, DOI 10.1177/0267658308095738.
   Montrul S, 2014, INT J BILINGUAL, V18, P274, DOI 10.1177/1367006912443431.
   Moser-Mercer B, 2015, ROUTLEDGE ENCY INTER, P303.
   Motta M, 2016, INTERPRET TRANSL TRA, V10, P133, DOI 10.1080/1750399X.2016.1154347.
   OLERON P, 1965, J Psychol Norm Pathol (Paris), V62, P73.
   Orellana Marjorie Faulstich, 2003, New Dir Youth Dev, P25.
   Orellana MF, 2003, SOC PROBL, V50, P505, DOI 10.1525/sp.2003.50.4.505.
   Orellana MF, 2003, READ RES QUART, V38, P12, DOI 10.1598/RRQ.38.1.2.
   Orellana MF, 2001, HARVARD EDUC REV, V71, P366, DOI 10.17763/haer.71.3.52320g7n21922hw4.
   Parnell A., 1989, THEORETICAL PRACTICA, P253.
   Pascual, 2016, ADV SPANISH HERITAGE.
   Perez-Gonzalez L, 2012, TRANSLATOR, V18, P149, DOI 10.1080/13556509.2012.10799506.
   Pochhacker F., 2014, APTITUDE INTERPRETIN.
   Pochhacker F, 2010, TRANSL INTERPRET, V2, P1.
   Polinsky M, 2007, LANG LINGUIST COMPAS, V1, DOI 10.1111/j.1749-818x.2007.00022.x.
   Potowski K, 2009, LANG LEARN, V59, P537, DOI 10.1111/j.1467-9922.2009.00517.x.
   Potowski Kim, 2014, J SPANISH LANGUAGE T, V1, P154, DOI {[}10.1080/23247797.2014.970360, DOI 10.1080/23247797.2014.970360].
   P┬u┬rez, 2006, DEV MINORITY LANGUAG, P140.
   PYM A, 2018, TRANSLATION TRANSLAN, V4, P203, DOI DOI 10.1075/TTMC.00010.PYM.
   Russo M, 2011, INTERPRETING, V13, P5, DOI 10.1075/intp.13.1.02rus.
   Sanchez-Lopez L., 2017, LANGUAGES SPECIFIC P, P13.
   Sandrelli A, 2001, TRIADIC EXCHANGES: STUDIES IN DIALOGUE INTERPRETING, P173.
   Sawyer David, 2004, FUNDAMENTAL ASPECTS.
   Seleskovitch D., 1975, INTERPRETING STUDIES, P120.
   Setton R, 2016, C INTERPRETING COMPL.
   Thomas N., 1985, INTERPRETING LANGUAG.
   Tipton R., 2016, DIALOGUE INTERPRETIN.
   Trifonas Peter Pericles, 2014, RETHINKING HERITAGE.
   TSE L, 1995, HISPANIC J BEHAV SCI, V17, P180, DOI 10.1177/07399863950172003.
   Tse Lucy., 1995, CABE NEWSLETTER, V17, P16.
   VALDES G, 1995, MOD LANG J, V79, P299, DOI 10.2307/329348.
   Valdes G, 1998, MOD LANG J, V82, P473, DOI 10.2307/330220.
   Valdes G., 1997, ENSE ANZA ESPA OL HI, P8.
   Valdes Guadalupe., 2003, EXPANDING DEFINITION.
   Valdez G., 2001, HERITAGE LANGUAGES A, P37.
   Venuti L, 2017, TEACHING TRANSLATION: PROGRAMS, COURSES, PEDAGOGIES, P1.
   Wadensj?? Cecilia., 1998, INTERPRETING INTERAC.
   Weisskirch RS, 2005, HISPANIC J BEHAV SCI, V27, P286, DOI 10.1177/0739986305277931.
   Wen X., 2011, HERITAGE LANGUAGE J, V8, P333.
   Wiley T. G., 2001, HERITAGE LANGUAGES A, P29.
   Wiley T. G., 2015, HDB HERITAGE COMMUNI.
   Winston E. A., 2013, EVOLVING PARADIGMS I, P164.},
Number-of-Cited-References = {115},
Times-Cited = {11},
Usage-Count-Last-180-days = {1},
Usage-Count-Since-2013 = {15},
Journal-ISO = {Rev. Signos},
Doc-Delivery-Number = {JO6RH},
Web-of-Science-Index = {Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)},
Unique-ID = {WOS:000497704200012},
OA = {Green Published, gold},
DA = {2023-10-02},
}

@article{ WOS:000447142900002,
Author = {Dong, Yanping},
Title = {Complex dynamic systems in students of interpreting training},
Journal = {TRANSLATION AND INTERPRETING STUDIES},
Year = {2018},
Volume = {13},
Number = {2},
Pages = {185-207},
Abstract = {Students of interpreting training may go through drastic cognitive
   changes, but current empirical findings are disparate and isolated. To
   integrate these findings and to obtain a better understanding of
   interpreting training, the present article tries to reinterpret students
   of interpreting training as complex dynamic systems. Relying primarily
   on longitudinal empirical data from several existing studies, the
   article illustrates how the initial state of some key parameters
   influences the progress of the systems, how the parameters themselves
   evolve, and how interpreting competence develops as a result of
   self-organization. The hope is that a metatheoretical framework such as
   Dynamic Systems Theory will allow specific findings and particularistic
   models for interpreting training to be integrated. Moreover, this
   approach may allow false dichotomies in the field to be overcome and
   seemingly contradictory data in empirical reports to be better
   understood, thereby providing guidelines for future research.},
Publisher = {JOHN BENJAMINS PUBLISHING CO},
Address = {PO BOX 36224, 1020 ME AMSTERDAM, NETHERLANDS},
Type = {Article},
Language = {English},
Affiliation = {Dong, YP (Corresponding Author), Guangdong Univ Foreign Studies, Bilingual Cognit \& Dev Lab, Guangzhou, Guangdong, Peoples R China.
   Dong, Yanping, Guangdong Univ Foreign Studies, Bilingual Cognit \& Dev Lab, Guangzhou, Guangdong, Peoples R China.},
DOI = {10.1075/tis.00011.don},
ISSN = {1932-2798},
EISSN = {1876-2700},
Keywords = {complex dynamic systems; Dynamic Systems Theory; interpreting students;
   interpreting training; self-organization},
Keywords-Plus = {COGNITIVE CONTROL; 2ND-LANGUAGE ACQUISITION; EXECUTIVE CONTROL; TARGET
   LANGUAGE; WORKING-MEMORY; PROFICIENCY; TRANSLATION; BILINGUALS;
   EXPERIENCE; TASKS},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics; Language \& Linguistics},
Author-Email = {ypdong@gdufs.edu.cn},
Affiliations = {Guangdong University of Foreign Studies},
Funding-Acknowledgement = {National Social Science Foundation of China {[}15AYY002]},
Funding-Text = {This research is supported by the National Social Science Foundation of
   China (15AYY002).},
Cited-References = {Aben B, 2012, FRONT PSYCHOL, V3, DOI 10.3389/fpsyg.2012.00301.
   Anguera JA, 2013, NATURE, V501, P97, DOI 10.1038/nature12486.
   {[}Anonymous], 1998, INTRO CONNECTIONIST.
   {[}Anonymous], 2008, MODERN FOREIGN LANGU.
   {[}Anonymous], 2013, FOREIGN LANG.
   {[}Anonymous], STUDIES FOSSILIZATIO.
   {[}Anonymous], 2003, BILING-LANG COGN.
   Baba K, 2014, LANG LEARN, V64, P1, DOI 10.1111/lang.12033.
   Babcock L, 2017, BILING-LANG COGN, V20, P403, DOI 10.1017/S1366728915000735.
   Becker M, 2016, NEUROIMAGE, V134, P250, DOI 10.1016/j.neuroimage.2016.03.079.
   Mayor MJB, 2015, TRANSL INTERPRET STU, V10, P108, DOI 10.1075/tis.10.1.06bla.
   BRISAU A, 1994, META, V39, P87, DOI 10.7202/002147ar.
   Brysbaert Marc, 2018, J Cogn, V1, P9, DOI 10.5334/joc.10.
   Cai R., 2017, FOREIGN LANGUAGE WOR, V6, P45.
   Cai Rendong, 2015, {[}The Journal of Translation Studies, 번역학연구], V16, P167.
   Cai RD, 2015, INTERPRET TRANSL TRA, V9, P104, DOI 10.1080/1750399X.2015.1016279.
   Chincotta D., 1998, INTERPRETING, V3, P1, DOI {[}10.1075/intp.3.1.01chi, DOI 10.1075/INTP.3.1.01CHI].
   Christoffels IK, 2006, J MEM LANG, V54, P324, DOI 10.1016/j.jml.2005.12.004.
   de Bot K, 2007, BILING-LANG COGN, V10, P7, DOI 10.1017/S1366728906002732.
   Dong Y., 2013, FOREIGN LANGUAGE WOR, V2013, P57.
   Dong YP, 2018, FRONT PSYCHOL, V9, DOI 10.3389/fpsyg.2018.00875.
   Dong YP, 2017, NEUROPSYCHOLOGIA, V95, P193, DOI 10.1016/j.neuropsychologia.2016.12.007.
   Dong YP, 2015, SECOND LANG ACQUIS, V87, P63.
   Dong YP, 2016, FRONT PSYCHOL, V7, DOI 10.3389/fpsyg.2016.01297.
   Dong YP, 2015, LANG LINGUIST COMPAS, V9, P1, DOI 10.1111/lnc3.12099.
   Dong YP, 2014, J COGN PSYCHOL, V26, P506, DOI 10.1080/20445911.2014.924951.
   Dong YP, 2013, BILING-LANG COGN, V16, P682, DOI 10.1017/S1366728913000102.
   Dornyei Z., 1998, LANG TEACHING, V31, P117, DOI {[}10.1017/S026144480001315X, DOI 10.1017/S026144480001315X].
   Fogel A., 1993, DEV RELATIONSHIPS.
   Gile D., 2009, BASIC CONCEPTS MODEL, DOI {[}DOI 10.1075/BTL.8, 10.1075/btl.8].
   Hilchey MD, 2011, PSYCHON B REV, V18, P625, DOI 10.3758/s13423-011-0116-7.
   Ivars J. Amparo, 2001, INTERPRETERS NEWSLET, V11, P105.
   Kopke B., 2006, INTERPRETING, V8, P1, DOI {[}10.1075/intp.8.1.02kop, DOI 10.1075/INTP.8.1.02KOP].
   Kurz I., 2003, INTERP NEWSLETTER, V12, P51.
   LarsenFreeman D, 1997, APPL LINGUIST, V18, P141, DOI 10.1093/applin/18.2.141.
   LEWIS MD, 1995, HUM DEV, V38, P71, DOI 10.1159/000278302.
   Lewis MD, 2000, CHILD DEV, V71, P36, DOI 10.1111/1467-8624.00116.
   Liu M., 2004, INTERPRETING, V6, P19, DOI {[}DOI 10.1075/INTP.6.1.04LIU, 10.1075/intp.6.1.04liu].
   Macizo P, 2006, COGNITION, V99, P1, DOI 10.1016/j.cognition.2004.09.012.
   Macizo P., 2004, PSICOLOGICA, V25, P181.
   Miyake A, 2000, COGNITIVE PSYCHOL, V41, P49, DOI 10.1006/cogp.1999.0734.
   Morales J, 2015, ACTA PSYCHOL, V155, P82, DOI 10.1016/j.actpsy.2014.12.004.
   Perfetti C. A., 1985, READING ABILITY, P282.
   Ruiz C, 2008, ACTA PSYCHOL, V128, P490, DOI 10.1016/j.actpsy.2007.08.004.
   Signorelli TM, 2012, INT J BILINGUAL, V16, P198, DOI 10.1177/1367006911403200.
   Timarova S, 2014, INTERPRETING, V16, P139, DOI 10.1075/intp.16.2.01tim.
   Tzou YZ, 2012, INT J BILINGUAL, V16, P213, DOI 10.1177/1367006911403197.
   Vallacher RR, 2015, CURR DIR PSYCHOL SCI, V24, P58, DOI 10.1177/0963721414551571.
   Van Geert P, 2008, MOD LANG J, V92, P179, DOI 10.1111/j.1540-4781.2008.00713.x.
   vanGeert P, 1996, HUM DEV, V39, P57, DOI 10.1159/000278382.
   Witherington DC, 2007, HUM DEV, V50, P127, DOI 10.1159/000100943.
   Woumans E, 2015, J EXP PSYCHOL LEARN, V41, P1579, DOI 10.1037/xlm0000107.
   Wu Zhiwei, 2015, THESIS.
   Yudes C, 2011, FRONT PSYCHOL, V2, DOI 10.3389/fpsyg.2011.00309.},
Number-of-Cited-References = {54},
Times-Cited = {11},
Usage-Count-Last-180-days = {6},
Usage-Count-Since-2013 = {61},
Journal-ISO = {Trans. Interpret. Stud.},
Doc-Delivery-Number = {GW7JG},
Web-of-Science-Index = {Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)},
Unique-ID = {WOS:000447142900002},
DA = {2023-10-02},
}

@article{ WOS:000213266000002,
Author = {Steenpass, Anke and Steinbring, Heinz},
Title = {Young students' subjective interpretations of mathematical diagrams:
   elements of the theoretical construct `'frame-based interpreting
   competence''},
Journal = {ZDM-MATHEMATICS EDUCATION},
Year = {2014},
Volume = {46},
Number = {1, SI},
Pages = {3-14},
Month = {FEB},
Abstract = {During the last few decades several studies have showed that
   mathematical visual aids are not at all self-explanatory. Nevertheless,
   students do make sense of those representations spontaneously and-as a
   matter of course-cannot avoid their own sense-making. Further, the
   function of visual aids as ``re-presentation'' of a given structure is
   complemented through an epistemological function to explore mathematical
   structures and generate new meaning. But in which way do socially
   learned interpreting schemes (frames) influence children's subjective
   interpretations of mathematical diagrams? The CORA project investigates
   which frames can be reconstructed in young pupils' interpretations of
   visual diagrams. This paper presents central ideas, theoretical
   background and-by means of short sequences from pre-and
   postinterviews-first aspects of ``frame-based interpreting competence''.
   We describe children's subjective frames in a range between
   ``object-oriented'' (focus on the diagram's visible elements) and
   ``system-oriented'' (focus on relation between those elements).},
Publisher = {SPRINGER HEIDELBERG},
Address = {TIERGARTENSTRASSE 17, D-69121 HEIDELBERG, GERMANY},
Type = {Article},
Language = {English},
Affiliation = {Steenpass, A (Corresponding Author), Univ Duisburg Essen, Essen, Germany.
   Steenpass, Anke; Steinbring, Heinz, Univ Duisburg Essen, Essen, Germany.},
DOI = {10.1007/s11858-013-0544-0},
ISSN = {1863-9690},
EISSN = {1863-9704},
Keywords = {Visual diagrams; Subjective interpretations; Frames; Primary school
   students},
Research-Areas = {Education \& Educational Research},
Web-of-Science-Categories  = {Education \& Educational Research},
Author-Email = {anke.steenpass@uni-due.de
   heinz.steinbring@uni-due.de},
Affiliations = {University of Duisburg Essen},
Funding-Acknowledgement = {BMBF (German Ministry of Education and Research)},
Funding-Text = {The research project CORA (epistemological study of context and frames)
   is funded by the BMBF (German Ministry of Education and Research).},
Cited-References = {{[}Anonymous], 1984, J MATH-DIDAKT, DOI DOI 10.1007/BF03339250.
   {[}Anonymous], PROBLEMS REPRESENTAT.
   {[}Anonymous], 1984, BEITRAGE ZUM MATHEMA.
   {[}Anonymous], MATH ALS PADAGOGISCH.
   {[}Anonymous], MATH ALS PADAGOGISCH.
   {[}Anonymous], VISUELLEN STRUKTURIE.
   Blumer Herbert., 1973, ALLTAGSWISSEN INTERA, P80.
   Devlin K, 2002, MUSTER MATH ORDNUNGS.
   diSessa A. A., 1991, J MATH BEHAV, V10, P117.
   Dorfler W, 2006, J MATH-DIDAKT, V27, P200.
   Duval R., 1999, P ANN M N AM CHAPT I, V1, P2.
   Goff man Erving, 1974, FRAME ANAL ESSAY ORG.
   Hoffman D., 2000, VISUELLE INTELLIGENZ.
   Krummheuer G., 1983, ALGEBRAISCHE TERMUMF.
   Krummheuer G, 1992, ELEMENTE INTERAKTION.
   Lorenz J. H., 1993, MATH ANSCHAUUNG, P122.
   Lorenz J. H., 1998, ANSCHAUUNG VERANSCHA.
   Lubcke E., 2011, ITS TOO FUNNY BE SCI.
   Otte M., 1994, EINFUHRUNG PHILOS DI.
   Presmeg N., 2012, P POEM C FRANKF GERM.
   Radford L., 2010, LEARN MATH, V30, P2.
   Sfard A., 1991, EDUC STUD MATH, V22, P1, DOI DOI 10.1007/BF00302715.
   Steinbring H., 2005, MATH ED LIB MELI.
   Steinbring H., 1998, ZENTRALBLATT DIDAKTI, V30, P161, DOI {[}10.1007/s11858-998-0004-4, DOI 10.1007/S11858-998-0004-4].
   Steinbring H., 1994, MATH UNTERRICHTSPRAX, V4, P7.
   Voigt J., 1990, BEITRAGE ZUM MATHEMA, P305.
   Willems Herbert, 1997, RAHMEN HABITUS ZUM T.},
Number-of-Cited-References = {27},
Times-Cited = {11},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {0},
Journal-ISO = {ZDM-Math. Educ.},
Doc-Delivery-Number = {V96LP},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:000213266000002},
DA = {2023-10-02},
}

@article{ WOS:000322052000002,
Author = {Bale, Richard},
Title = {Undergraduate Consecutive Interpreting and Lexical Knowledge The Role of
   Spoken Corpora},
Journal = {INTERPRETER AND TRANSLATOR TRAINER},
Year = {2013},
Volume = {7},
Number = {1},
Pages = {27-50},
Month = {MAR},
Abstract = {With a decreasing number of students enrolling on undergraduate courses
   in foreign languages in the UK, universities have a smaller pool of
   students from which to recruit. Many of these applicants come with poor
   foreign language skills. These weaknesses, which are prevalent in formal
   spoken registers, are particularly noticeable in those degree programmes
   containing interpreting modules for these require a high level of
   competence in the students' foreign language(s) as well as their mother
   tongue. This paper suggests that undergraduate interpreter training
   should address both the need to acquire interpreting skills and to
   enhance students' foreign language competence. It reports on the
   findings from an empirical case study based on the BACKBONE corpus. Over
   a six-week period, eight English and German native speakers used
   corpus-based exercises to practise interpreting and to learn terminology
   related to education. Students' interpreting competence and lexical
   knowledge were tested at the start and end of the study. The findings
   indicate that those who engaged more with the materials made greater
   improvements in lexical knowledge in both the terminology and
   interpreting tests.},
Publisher = {ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD},
Address = {2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND},
Type = {Article},
Language = {English},
Affiliation = {Bale, R (Corresponding Author), Univ Surrey, Sch English \& Languages, Ctr Translat Studies, Guildford GU27XH, Surrey, England.
   Bale, Richard, Univ Surrey, Guildford GU27XH, Surrey, England.},
ISSN = {1750-399X},
EISSN = {1757-0417},
Keywords = {Undergraduate interpreter training; Spoken multimedia corpora; Lexical
   knowledge; BACKBONE corpus},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics; Language \& Linguistics},
Author-Email = {r.j.bale@surrey.ac.uk},
Affiliations = {University of Surrey},
ORCID-Numbers = {Bale, Richard/0000-0002-2043-5963},
Cited-References = {{[}Anonymous], 2000, DEV QUESTIONNAIRE.
   {[}Anonymous], 2003, DEFINING ISSUES ENGL.
   {[}Anonymous], 2008, TRANSLATOR INTERPRET.
   {[}Anonymous], DOLMETSCHEN THEORIE.
   {[}Anonymous], 1978, LANGUAGE INTERPRETAT.
   {[}Anonymous], 1975, LANGAGE LANGUES MEMO.
   Aston Guy, 2001, LEARNING CORPORA, P7.
   Bendazzoli C, 2009, TRADUMATICA.
   Bendazzoli Claudio, 2005, P M CUR EUR MUTRA CH.
   Bendazzoli Claudio, 2010, TRANSLATIONSWISSENSC, P51.
   Braun S., 2005, ReCALL, V17, P47, DOI 10.1017/S0958344005000510.
   Braun Sabine, 2007, ReCALL, V19, P307, DOI 10.1017/S0958344007000535.
   CILT The National Centre for Languages, 2011, WHAT AR TRENDS STUD.
   Gavioli L., 2001, ELT J, V55, P238, DOI {[}https://doi.org/10.1093/elt/55.3.238, DOI 10.1093/ELT/55.3.238].
   Gile D, 2001, META, V46, P379, DOI 10.7202/002890ar.
   GILE D, 1992, COPEN S TR, P185.
   Gile D., 2009, BASIC CONCEPTS MODEL, DOI {[}DOI 10.1075/BTL.8, 10.1075/btl.8].
   Hunston S., 2002, CORPORA APPL LINGUIS, DOI 10.1017/CBO9781139524773.
   Kalina S, 2005, META, V50, P768, DOI 10.7202/011017ar.
   Kalina Sylvia., 2002, INTERPRETING 21 CENT, P121, DOI {[}10.1075/btl.43.12kal, DOI 10.1075/BTL.43.12KAL].
   KENNEDY C, 2001, LANGUAGE LEARNING TE, V5, P77.
   KOHN K, 1996, META, V41, P118, DOI 10.7202/003333ar.
   Kornakov P, 2000, META, V45, P241, DOI 10.7202/003342ar.
   Leech G., 1997, TEACHING LANGUAGE CO, P1, DOI DOI 10.4324/9781315842677-1.
   Newmark Peter., 1988, APPROACHES TRANSLATI.
   Sandrelli A, 2001, TRIADIC EXCHANGES: STUDIES IN DIALOGUE INTERPRETING, P173.
   Sandrelli Annalisa, 2010, TRANSLATIONSWISSENSC, P69.
   Scott M, 2006, STUD CORPUS LINGUIST, V22, P1.
   Shlesinger M, 1998, META, V43, P486, DOI 10.7202/004136ar.
   SINCLAIR JM, 2004, USE CORPORA LANGUAGE.
   Skaaden Hanne, 1999, INT J APPL LINGUISTI, V9, P77, DOI DOI 10.1111/J.1473-4192.1999.TB00160.X.},
Number-of-Cited-References = {31},
Times-Cited = {11},
Usage-Count-Last-180-days = {2},
Usage-Count-Since-2013 = {26},
Journal-ISO = {Interpret. Transl. Train.},
Doc-Delivery-Number = {186NT},
Web-of-Science-Index = {Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)},
Unique-ID = {WOS:000322052000002},
DA = {2023-10-02},
}

@article{ WOS:000393915000009,
Author = {Lee, Jieun},
Title = {A case study of interpreter-mediated witness statement: police
   interpreting in South Korea},
Journal = {POLICE PRACTICE AND RESEARCH},
Year = {2017},
Volume = {18},
Number = {2},
Pages = {194-205},
Month = {APR},
Abstract = {Interpreters play an important role in police interviewing witnesses
   from culturally and linguistically diverse backgrounds. In the cases
   where interpreters lack professional attributes such as interpreting
   competence and impartiality, it is very likely that the interpreted
   evidence and statement will not be a faithful reproduction of original
   utterances. If attention is not paid to possible alterations by
   interpreters to the original utterances of the witness and duty of care
   is lacking in the procedure of obtaining statement from witnesses
   through such interpreters, the official legal record may not be an
   accurate one. Drawing on the data of a video-recorded
   interpreter-mediated police interview in South Korea, this paper
   examines issues arising from the lack of understanding of the role of
   interpreters, which may have implications for criminal proceedings. The
   findings indicate that in addition to interpreter training, more
   efficient police training in the adoption of best practice guidelines in
   interviewing through interpreters is required.},
Publisher = {ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD},
Address = {2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND},
Type = {Article},
Language = {English},
Affiliation = {Lee, J (Corresponding Author), Ewha Womans Univ, Grad Sch Translat \& Interpretat, Seoul, South Korea.
   Lee, Jieun, Ewha Womans Univ, Grad Sch Translat \& Interpretat, Seoul, South Korea.},
DOI = {10.1080/15614263.2016.1248840},
ISSN = {1561-4263},
EISSN = {1477-271X},
Keywords = {Police interpreting; training; interpreter-mediated witness statement;
   interpreting competence; impartiality},
Keywords-Plus = {REPORTED SPEECH; QUESTION TYPES; INTERVIEWS; TALK; TEXT},
Research-Areas = {Criminology \& Penology},
Web-of-Science-Categories  = {Criminology \& Penology},
Author-Email = {jieun.lee@ewha.ac.kr},
Affiliations = {Ewha Womans University},
Cited-References = {{[}Anonymous], PORTAL J MULTIDISCIP.
   {[}Anonymous], 1999, TRANSLATOR.
   {[}Anonymous], 2005, PSYCHOL LAW EMPIRICA.
   {[}Anonymous], POLICE RES SERIES.
   {[}Anonymous], DESIRE LANGUAGE.
   {[}Anonymous], ASYMMETRIES DIALOGUE.
   {[}Anonymous], 2000, FORENSIC LINGUIST, DOI DOI 10.1558/SLL.2000.7.1.26.
   {[}Anonymous], 2007, VULNERABLE ADULT CHI.
   {[}Anonymous], 1995, MEMORY TESTIMONY CHI.
   {[}Anonymous], 2010, SOCIOLINGUISTICS LEG.
   APCI, COD OF PRACT.
   AUSIT, 2012, COD ETH COD COND.
   BALDWIN J, 1993, BRIT J CRIMINOL, V33, P325, DOI 10.1093/oxfordjournals.bjc.a048329.
   Bartels L., 2011, POLICE INTERVIEW VUL.
   Berk-Seligson S., 2000, INT J SPEECH LANGUAG, V7, P212, DOI {[}https://doi.org/10.1558/sll.2000.7.2.212, DOI 10.1558/SLL.2000.7.2.212].
   Bull R, 2010, LEGAL CRIMINOL PSYCH, V15, P5, DOI 10.1348/014466509X440160.
   Cho Kuk, 2008, J KOREAN L, V8, P1.
   Colin J., 1996, INTERPRETERS LEGAL P.
   Coulthard M, 2002, LANGUAGE IN THE LEGAL PROCESS, P19.
   Dunnigan T., 1995, TRANSLATION LAW, P19.
   Fisher R. P., 1992, MEMORY ENHANCING TEC.
   Gar fi nkel H., 1967, STUDIES ETHNOMETHODO, P186.
   Hayes A, 2010, J JUDIC ADM, V20.
   Jarmolowska K., 2012, THESIS.
   Jonsson L., 1991, TEXT INTERDISCIPLINA, V11, P419.
   Kask K, 2012, APPL COGNITIVE PSYCH, V26, P324, DOI 10.1002/acp.1831.
   Komter M. L., 2002, Information Design Journal, V11, P201, DOI 10.1075/idj.11.2.12kom.
   Komter M, 2012, DISCOURSE STUD, V14, P731, DOI 10.1177/1461445612457486.
   Komter ML, 2006, RES LANG SOC INTERAC, V39, P201, DOI 10.1207/s15327973rlsi3903\_2.
   Lai M, 2014, POLICE PRACT RES, V15, P307, DOI 10.1080/15614263.2013.809929.
   Lamb M., 2008, TELL ME WHAT HAPPENE.
   Lee J., 2015, T I REV, V5, P93.
   Lee J., 2012, TAMWUNHWASITAYUY SAP.
   Lee Jieun, 2014, {[}The Journal of Interpretation and Translation Education, 통번역교육연구], V12, P157.
   Lee J, 2010, INTERPRETING, V12, P60, DOI 10.1075/intp.12.1.03lee.
   London Metropolitan Police, 2010, WORK INT TRANSL STAN.
   Matoesian G, 2000, J PRAGMATICS, V32, P879, DOI 10.1016/S0378-2166(99)00080-6.
   McMillan J., 2009, USE INTERPRETERS AUS.
   Milne R., 1999, INVESTIGATIVE INTERV.
   NAJIT, NAT ASS JUD INT TRAN.
   Nakane I, 2007, APPL LINGUIST, V28, P87, DOI 10.1093/applin/aml050.
   Oxburgh GE, 2010, INT J SPEECH LANG LA, V17, P45, DOI 10.1558/ijsll.v17i1.45.
   Ozolins U., 2009, SHADOW LAW LEGAL CON, P20.
   Rock, 2001, FORENSIC LINGUIST, V8, P44, DOI DOI 10.1558/SLL.2001.8.2.44.
   Rock F., 2013, LEGAL LAY COMMUNICAT, P107.
   Russell S, 2002, LANGUAGE IN THE LEGAL PROCESS, P111.
   Sharman SJ, 2012, APPL COGNITIVE PSYCH, V26, P48, DOI 10.1002/acp.1793.
   Slembrouck S, 1999, PERSPECT STUD TRANSL, V7, P81, DOI 10.1080/0907676X.1999.9961348.
   van Charldorp T. C., 2010, POLICE INTERROGATION.
   Walker Anne G., 1986, DISCOURSE I AUTHORIT, P205.
   Yi R., 2007, KYENGCHALHAKYENKWU, V7, P31.},
Number-of-Cited-References = {51},
Times-Cited = {10},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {4},
Journal-ISO = {Police Pract. Res.},
Doc-Delivery-Number = {EK4RR},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:000393915000009},
DA = {2023-10-02},
}

@article{ WOS:000423430100008,
Author = {Tang, Fang and Li, Dechao},
Title = {A corpus-based investigation of explicitation patterns between
   professional and student interpreters in Chinese-English consecutive
   interpreting},
Journal = {INTERPRETER AND TRANSLATOR TRAINER},
Year = {2017},
Volume = {11},
Number = {4},
Pages = {373-395},
Abstract = {This paper investigates the influence of interpreters' expertise on
   their explicitation patterns in Chinese to English (C-E) consecutive
   interpreting (CI). An analysis of the performance, notes and
   retrospection of 12 professional interpreters and 12 student
   interpreters revealed the following common features: 1) the majority of
   explicitations are of experiential nature; 2) most explicitations are
   for clarification; 3) it is common for interpreters to explicitate to
   make up for competence insufficiency. Additionally, based on differences
   identified between the two groups, the study revealed the following
   tendencies: 1) tendency of clarification: professional interpreters tend
   to clarify the original information; 2) tendency of cohesion
   enhancement: professional interpreters tend to add conjunctive adjuncts
   to enhance cohesion; 3) tendency of subjective reinforcement:
   professionals tend to reinforce the speaker's attitude by adding
   attitudinal information or intensifiers; 4) tendency to use
   explicitation as a strategy to make up for inadequate interpreting
   competency: student interpreters tend to explicitate for time-management
   and gap-filling purposes. This descriptive study of explicitation based
   on a self-built corpus of professional and student interpreters'
   interpreting products may provide insight for interpreter training.},
Publisher = {ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD},
Address = {2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND},
Type = {Article},
Language = {English},
Affiliation = {Tang, F (Corresponding Author), Guangdong Univ Foreign Studies, Sch Interpreting \& Translat Studies, Guangzhou, Guangdong, Peoples R China.
   Tang, Fang, Guangdong Univ Foreign Studies, Sch Interpreting \& Translat Studies, Guangzhou, Guangdong, Peoples R China.
   Li, Dechao, Hong Kong Polytech Univ, Dept Chinese \& Bilingual Studies, Kowloon, Hong Kong, Peoples R China.},
DOI = {10.1080/1750399X.2017.1379647},
ISSN = {1750-399X},
EISSN = {1757-0417},
Keywords = {Corpus-based investigation; explicitation patterns; Chinese to English
   consecutive interpreting; professional interpreters; student
   interpreters},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics; Language \& Linguistics},
Author-Email = {tangfang@gdufs.edu.cn},
Affiliations = {Guangdong University of Foreign Studies; Hong Kong Polytechnic
   University},
ORCID-Numbers = {Li, Dechao/0000-0001-6312-6581},
Funding-Acknowledgement = {Youth Project in Humanities and Social Sciences of Ministry of Education
   of China {[}15YJC740074]; Center for Translation Studies of Guangdong
   University of Foreign Studies {[}CTS201505]; 8th `China Foreign Language
   Education Funds' {[}ZGWYJYJJ2016B48]},
Funding-Text = {This work was supported by the Youth Project in Humanities and Social
   Sciences of Ministry of Education of China {[}grant number 15YJC740074],
   Center for Translation Studies of Guangdong University of Foreign
   Studies {[}grant number CTS201505] and the 8th `China Foreign Language
   Education Funds' {[}grant number ZGWYJYJJ2016B48].},
Cited-References = {{[}Anonymous], TRANSFERRE NECESSE E.
   {[}Anonymous], NEUE PERSPEKTIVEN UB.
   {[}Anonymous], 1996, TARGET-NETH, DOI DOI 10.1075/TARGET.8.2.03GUT.
   {[}Anonymous], 2005, EXPERTISE EXPLICITAT.
   {[}Anonymous], 2000, INTERPRETERS NEWSLET.
   {[}Anonymous], 2006, THESIS MFA.
   {[}Anonymous], 2003, ACROSS LANG CULT, DOI DOI 10.1556/ACR.4.2003.1.4.
   {[}Anonymous], 1997, DICT TRANSLATION STU.
   {[}Anonymous], ROUTLEDGE ENCY TRANS.
   {[}Anonymous], LANGUAGES CULTURES.
   Bakti M., 2009, SPEECH DISFLUENCIES.
   Becher V., 2011, THESIS.
   Becher V, 2010, ACROSS LANG CULT, V11, P1, DOI 10.1556/Acr.11.2010.1.1.
   Blum-Kulka S., 2004, TRANSLATION STUDIES, P84.
   Catford J.C., 1965, LINGUISTIC THEORY TR.
   Englund Dimitrova Birgitta, 2005, B SUISSE LINGUISTIQU, P25.
   Englund-Dimitrova B., 2003, EXPLICITATION RUSSIA.
   FILLMORE CJ, 1985, QUADERNI SEMANTICA, V6, P222.
   Frankenberg-Garcia A., 2004, ARE TRANSLATIONS LON.
   Gosy M, 2007, GOVOR, V24, P91.
   Gumul E., 2006, EXPLICITATION DIRECT.
   Gumul Ewa, 2008, RELEVANT WORLDS CURR, P188.
   Halliday, 2004, INTRO FUNCTIONAL GRA.
   Halliday M., 1998, TEXT CONTEXT FUNCTIO, P1.
   Heltai P., 2005, NEW TRENDS TRANSLATI, P45.
   Ishikawa L, 1999, ANOVAR ANOSAR ESTUDI, V1, P231.
   Kalina S, 2005, META, V50, P768, DOI 10.7202/011017ar.
   Kamenicka R, 2007, DEFINING EXPLICITATI.
   Kamenicka R., 2007, EXPLICITATION PROFIL.
   Ke P., 1994, ENGLISH CHINESE CHIN.
   Levy Jiri, 1965, UBERSETZEN VORTRAGE, P77.
   Li S., 2001, YUYAN YANJIU ZHONG T.
   Martin JR, 2007, LANGUAGE OF EVALUATION: APPRAISAL IN ENGLISH, P1, DOI 10.1057/9780230511910.
   MATTHIESSEN C, 2010, KEY TERMS SYSTEMIC F.
   Papai V., 2004, TRANSLATION UNIVERSA, P143.
   Pochhacker Franz., 2016, INTRO INTERPRETING S, DOI 10.4324/9781315649573.
   Puurtinen T., 2004, TRANSLATION UNIVERSA, P165, DOI DOI 10.1075/BTL.48.13PUU.
   PUURTINEN Tuna, 2003, LANGUAGES CULTURES, V4, P53, DOI DOI 10.1556/ACR.4.2003.1.3.
   Pym A., 2005, EXPLAINING EXPLICITA.
   Schachter P., 1985, LANGUAGE TYPOLOGY SY, P3.
   Seguinot Candace, 1988, TTR-TRAD TERMINOL R, V1, P106.
   Shreve GM, 2011, BENJAMIN TRANSL LIB, V94, P93.
   Tang F, 2016, PERSPECT STUD TRANSL, V24, P235, DOI 10.1080/0907676X.2015.1040033.
   Vanderauwera R, 1985, DUTCH NOVELS TRANSLA.
   VIk-TuoVINEN Gun-Viol, 2002, INTERPRETING 21 CENT, P63, DOI DOI 10.1075/BTL.43.07VIK.
   Vinay Jean-Paul., 1995, COMP STYLISTICS FREN, V11, DOI 10.1075/btl.11.
   Wang B., 2013, KOUYI GUIFAN MIAOXIE.
   Wang BH, 2012, META, V57, P198, DOI 10.7202/1012749ar.
   Weissbrod R., 1992, MULTILINGUA J CROSS, V11, P153, DOI {[}https://doi.org/10.1515/mult.1992.11.2.153, DOI 10.1515/MULT.1992.11.2.153].
   Xue P., 2007, THESIS.
   York D. G., 2000, COGNITIVE PSYCHOL IT, V120, P1579, DOI 10.1086/301513.},
Number-of-Cited-References = {51},
Times-Cited = {9},
Usage-Count-Last-180-days = {5},
Usage-Count-Since-2013 = {50},
Journal-ISO = {Interpret. Transl. Train.},
Doc-Delivery-Number = {FT8VA},
Web-of-Science-Index = {Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)},
Unique-ID = {WOS:000423430100008},
OA = {Green Accepted},
DA = {2023-10-02},
}

@article{ WOS:000415669600009,
Author = {Yenkimaleki, Mahmood and van Heuven, Vincent J.},
Title = {The effect of memory training on consecutive interpreting performance by
   interpreter trainees An experimental study},
Journal = {FORUM-REVUE INTERNATIONALE D INTERPRETATION ET DE
   TRADUCTION-INTERNATIONAL JOURNAL OF INTERPRETATION AND TRANSLATION},
Year = {2017},
Volume = {15},
Number = {1},
Pages = {157-172},
Abstract = {The present study investigates the effect of memory training on the
   quality of interpreting by Farsi-to-English interpreter trainees, with
   special attention to diminishing the rate of omission of message
   elements. Participants were assigned to two groups on the basis of their
   overall performance on a TOEFL test, with equal division between
   genders. The control group was taught interpreting skills by the routine
   curriculum, while the experimental, group spent part of the time on
   memory training exercises, e.g. imagination and story retelling. Three
   raters assessed the accuracy of interpreting, omissions, additions,
   grammar, expression, terminology, pace and accentuation in the trainees'
   pre-test and post-test performance. Statistical analysis shows that the
   memory training had a positive effect on the quality of interpreting,
   particularly so on decreasing the omission rate. The results have
   implications for curriculum designers of interpreting programs, material
   producers and all who are involved in interpreting studies and its
   pedagogy.},
Publisher = {JOHN BENJAMINS PUBLISHING CO},
Address = {PO BOX 36224, 1020 ME AMSTERDAM, NETHERLANDS},
Type = {Article},
Language = {English},
Affiliation = {Yenkimaleki, M (Corresponding Author), Leiden Univ, Ctr Linguist, Postbus 9515, NL-2300 RA Leiden, Netherlands.
   Yenkimaleki, Mahmood; van Heuven, Vincent J., Leiden Univ, Ctr Linguist, Postbus 9515, NL-2300 RA Leiden, Netherlands.
   van Heuven, Vincent J., Univ Pannonia, Veszprem, Hungary.
   van Heuven, Vincent J., Spanjaardslaan 111, NL-8917 AP Leeuwarden, Netherlands.},
DOI = {10.1075/forum.15.1.09yen},
ISSN = {1598-7647},
EISSN = {2451-909X},
Keywords = {memory; interpreting; omission; interpreter training},
Keywords-Plus = {WORKING-MEMORY},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Language \& Linguistics},
Author-Email = {m.yenkimaleki@hum.leidenuniv.nl
   V.J.J.P.van.Heuven@hum.leidenuniv.nl},
Affiliations = {Leiden University - Excl LUMC; Leiden University; University of Pannonia},
ResearcherID-Numbers = {Yenkimaleki, Mahmood/AAO-3985-2020
   van+Heuven, Vincent/AAL-6083-2020
   van Heuven, Vincent/AGK-0262-2022},
ORCID-Numbers = {Yenkimaleki, Mahmood/0000-0002-8712-9004
   van Heuven, Vincent/0000-0003-3631-5699},
Cited-References = {{[}Anonymous], 1999, SIMULTANEOUS INTERPR, DOI DOI 10.1075/BTL.28.
   {[}Anonymous], 1995, BASIC CONCEPTS MODEL, DOI DOI 10.1075/BTL.8(1ST).
   Barik H. C., 1994, BRIDGING GAP EMPIRIC, V3, P121, DOI DOI 10.1075/BTL.3.12BAR.
   DARO V, 1994, APPL LINGUIST, V15, P365, DOI 10.1093/applin/15.4.365.
   De La Iglesia JCF, 2005, J INTELLECT DEV DIS, V30, P199, DOI 10.1080/13668250500349391.
   Engle RW, 1999, J EXP PSYCHOL GEN, V128, P309, DOI 10.1037/0096-3445.128.3.309.
   Forte J. Z, 2012, LINGUISTICA, V52, P113.
   Holmes J, 2009, DEVELOPMENTAL SCI, V12, pF9, DOI 10.1111/j.1467-7687.2009.00848.x.
   Kriston Andrea, 2012, PROFESSIONAL COMMUNI, V5, P79.
   Manktelow J, 2005, MIND TOOLS PRACTICAL.
   McNamara DS, 2001, MEM COGNITION, V29, P10, DOI 10.3758/BF03195736.
   Moser Barbara., 1978, LANGUAGE COMMUNICATI, DOI 10.1007/978-1-4615-9077-4\_31.
   Pym A, 2009, BENJAMIN TRANSL LIB, V80, P83.
   Sawyer D. B., 2004, FUNDAMENTAL ASPECTS, DOI {[}10.1075/btl.47, DOI 10.1075/BTL.47].
   Shipstead Z, 2012, J APPL RES MEM COGN, V1, P185, DOI 10.1016/j.jarmac.2012.06.003.
   VIAGGIO Sergio, 2002, INTERPRETING 21 CENT, P229, DOI DOI 10.1075/BTL.43.23VIA.
   Visson Lynn, 2005, NATION LANGUAGE ETHI, P51.
   Yenkimaleki, 2017, EFFECT PROSODY AWARE.
   Yenkimaleki M., 2016, INT J ENGLISH LANGUA, V3, P79.
   Yenkimaleki M, 2013, 6TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI 2013), P4107.
   Zhong W., 2003, J TRANSLATION STUDIE, V6, P45.},
Number-of-Cited-References = {21},
Times-Cited = {9},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {7},
Journal-ISO = {Forum-Rev. Int. Interpret. Trad.},
Doc-Delivery-Number = {FN0LP},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:000415669600009},
DA = {2023-10-02},
}

@article{ WOS:000434904500004,
Author = {Unlu, Elena Antonova and Simsek, Cigdem Sagin},
Title = {Testing the impact of formal interpreting training on working memory
   capacity: Evidence from Turkish-English students-interpreters},
Journal = {LINGUA},
Year = {2018},
Volume = {209},
Pages = {78-88},
Month = {JUL},
Abstract = {The article presents two studies examining the impact of formal
   interpreting training (FIT) on Working Memory Capacity (WMC) of
   student-interpreters. In Study 1, we compared the storage and processing
   WMCs of last-year student-interpreters with the storage and processing
   WMCs of first-year student-interpreters and last-year Foreign Language
   Education (FLE) students. In Study 2, we examined the impact of FIT on
   the WMC of students interpreters via comparing their results on the WM
   tasks at the beginning and at the end of their FIT. In both studies,
   Digit Span Task (DST) and Reading Span Task (RST) were utilized to test
   storage and processing WMCs. The results of Study 1 revealed that the
   last-year student-interpreters performed better than the first-year
   students interpreters and the last year FLE students on the RST, but not
   on the DST. The findings of Study 2 were consistent with Study 1 showing
   that after FIT, the student-interpreters performed better on the RST but
   not on the DST. Our findings can be considered as evidence supporting
   the view that FIT had a beneficial effect not only on the interpreting
   skills of student interpreters but also on the central executive and
   processing capacity of their WM. (C) 2018 Elsevier B.V. All rights
   reserved.},
Publisher = {ELSEVIER SCIENCE BV},
Address = {PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS},
Type = {Article},
Language = {English},
Affiliation = {Unlu, EA (Corresponding Author), Hacettepe Univ, Ankara, Turkey.
   Unlu, Elena Antonova, Hacettepe Univ, Ankara, Turkey.
   Simsek, Cigdem Sagin, Middle East Tech Univ, Ankara, Turkey.},
DOI = {10.1016/j.lingua.2018.04.003},
ISSN = {0024-3841},
EISSN = {1872-6135},
Keywords = {Working memory capacity; Formal interpreting training; Students
   interpreters; Cross-sectional study; Longitudinal study},
Keywords-Plus = {INDIVIDUAL-DIFFERENCES; LANGUAGE; COMPREHENSION; EXPERTISE},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics; Language \& Linguistics},
Author-Email = {elenaunlu@gmail.com
   sagin@metu.edu.tr},
Affiliations = {Hacettepe University; Middle East Technical University},
ResearcherID-Numbers = {Unlu, Elena Antonova/J-9519-2014
   Simsek, Cigdem Sagin/ABB-3374-2020
   },
ORCID-Numbers = {Unlu, Elena Antonova/0000-0001-8544-6500
   Sagin Simsek, Cigdem/0000-0002-5234-7546},
Cited-References = {Anderson JR, 1996, COGNITIVE PSYCHOL, V30, P221, DOI 10.1006/cogp.1996.0007.
   {[}Anonymous], 1975, PSYCHOL LEARNING MOT.
   {[}Anonymous], ATTENTION PERFORMANC.
   {[}Anonymous], 2016, INT J BILINGUAL, DOI DOI 10.1177/1367006914554406.
   Baddeley A, 1998, PSYCHOL REV, V105, P158, DOI 10.1037/0033-295X.105.1.158.
   Baddeley A, 1996, Q J EXP PSYCHOL-A, V49, P5, DOI 10.1080/713755608.
   Baddeley A, 2003, J COMMUN DISORD, V36, P189, DOI 10.1016/S0021-9924(03)00019-4.
   Baddeley A, 2000, TRENDS COGN SCI, V4, P417, DOI 10.1016/S1364-6613(00)01538-2.
   Baddeley A., 2007, WORKING MEMORY THOUG, V45.
   Baddeley A, 2012, ANNU REV PSYCHOL, V63, P1, DOI 10.1146/annurev-psych-120710-100422.
   Bajo MT, 2000, BENJAMIN TRANSL LIB, V39, P127.
   Christoffels IK, 2006, J MEM LANG, V54, P324, DOI 10.1016/j.jml.2005.12.004.
   Cowan N., 1999, MODELS WORKING MEMOR, V20, P506, DOI {[}DOI 10.1017/CBO9781139174909.006, 10.1017/CBO9781139174909.006].
   CROWDER RG, 1982, ACTA PSYCHOL, V50, P291, DOI 10.1016/0001-6918(82)90044-0.
   DANEMAN M, 1980, J VERB LEARN VERB BE, V19, P450, DOI 10.1016/S0022-5371(80)90312-6.
   DARO V, 1994, APPL LINGUIST, V15, P365, DOI 10.1093/applin/15.4.365.
   Delbridge K., 2002, INDIVIDUAL DIFFERENC.
   ENGLE RW, 1992, J EXP PSYCHOL LEARN, V18, P972, DOI 10.1037/0278-7393.18.5.972.
   Goz Ilyas, 2003, YAZILI TURKCENIN KEL.
   Injoque-Ricle I, 2015, ADV COGN PSYCHOL, V11, P56, DOI 10.5709/acp-0171-1.
   Juffs A, 2011, LANG TEACHING, V44, P137, DOI 10.1017/S0261444810000509.
   Kopke B., 2006, INTERPRETING, V8, P1, DOI {[}10.1075/intp.8.1.02kop, DOI 10.1075/INTP.8.1.02KOP].
   KYLLONEN PC, 1990, INTELLIGENCE, V14, P389, DOI 10.1016/S0160-2896(05)80012-1.
   Liu M., 2004, INTERPRETING, V6, P19, DOI {[}DOI 10.1075/INTP.6.1.04LIU, 10.1075/intp.6.1.04liu].
   Miyake A, 2000, COGNITIVE PSYCHOL, V41, P49, DOI 10.1006/cogp.1999.0734.
   Mizuno A, 2005, META, V50, P739, DOI 10.7202/011015ar.
   Padilla P., 1995, TOPICS INTERPRETING, P61.
   Pamuk O., 2002, KARA KITAP.
   Pamuk O., 2002, KAR ILETISIM.
   Safak E., 2009, ASK DOAN KITAP.
   Safak E., 2009, SEHRIN AYNALAN.
   Setton R, 1999, SIMULTANEOUS INTERPR.
   Shah P, 1996, J EXP PSYCHOL GEN, V125, P4, DOI 10.1037/0096-3445.125.1.4.
   Signorelli TM, 2012, INT J BILINGUAL, V16, P198, DOI 10.1177/1367006911403200.
   SURPRENANT AM, 2008, INTERACTIONS SHORT T.
   Tzou YZ, 2012, INT J BILINGUAL, V16, P213, DOI 10.1177/1367006911403197.},
Number-of-Cited-References = {36},
Times-Cited = {7},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {19},
Journal-ISO = {Lingua},
Doc-Delivery-Number = {GI9ZQ},
Web-of-Science-Index = {Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)},
Unique-ID = {WOS:000434904500004},
DA = {2023-10-02},
}

@article{ WOS:000437364400006,
Author = {Szarkowska, Agnieszka and Krejtz, Krzysztof and Dutka, Lukasz and
   Pilipczuk, Olga},
Title = {Are interpreters better respeakers?},
Journal = {INTERPRETER AND TRANSLATOR TRAINER},
Year = {2018},
Volume = {12},
Number = {2},
Pages = {207-226},
Abstract = {In this study, we examined whether interpreters and interpreting
   trainees are better predisposed to respeaking than people with no
   interpreting skills. We tested 57 participants (22 interpreters, 23
   translators and 12 controls) while respeaking 5-minute videos with two
   parameters: speech rate (fast/slow) and number of speakers (one/many).
   Having measured the quality of the respeaking performance using two
   independent methods: the NER model and rating, we found that
   interpreters consistently achieved higher scores than the other two
   groups. The findings are discussed in the context of transfer of skills,
   expert performance and respeaking training.},
Publisher = {ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD},
Address = {2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND},
Type = {Article},
Language = {English},
Affiliation = {Szarkowska, A (Corresponding Author), Univ Warsaw, Inst Appl Linguist, Warsaw, Poland.
   Szarkowska, A (Corresponding Author), UCL, Ctr Translat Studies, London, England.
   Szarkowska, Agnieszka; Dutka, Lukasz; Pilipczuk, Olga, Univ Warsaw, Inst Appl Linguist, Warsaw, Poland.
   Szarkowska, Agnieszka, UCL, Ctr Translat Studies, London, England.
   Krejtz, Krzysztof, SWPS Univ Social Sci \& Humanities, Dept Psychol, Warsaw, Poland.},
DOI = {10.1080/1750399X.2018.1465679},
ISSN = {1750-399X},
EISSN = {1757-0417},
Keywords = {Respeaking; interpreting; live subtitling; competence; NER; audiovisual
   translation},
Keywords-Plus = {COGNITIVE LOAD},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics; Language \& Linguistics},
Author-Email = {a.szarkowska@uw.edu.pl},
Affiliations = {University of Warsaw; University of London; University College London;
   SWPS University of Social Sciences \& Humanities},
ResearcherID-Numbers = {Szarkowska, Agnieszka/Q-5177-2019
   Krejtz, Krzysztof/AAP-6165-2021
   },
ORCID-Numbers = {Szarkowska, Agnieszka/0000-0002-0048-993X
   Krejtz, Krzysztof/0000-0002-9558-3039
   Dutka, Lukasz/0000-0002-2198-6556},
Funding-Acknowledgement = {National Science Centre Poland {[}DEC-2013/11/B/HS2/02762]},
Funding-Text = {This work was supported by the National Science Centre Poland (PL)
   {[}DEC-2013/11/B/HS2/02762].},
Cited-References = {{[}Anonymous], MULTILINGUA.
   {[}Anonymous], 2000, THESIS.
   Ribas MA, 2008, J SPEC TRANSL, P106.
   BADDELEY A, 1992, Science (Washington D C), V255, P556, DOI 10.1016/j.cub.2009.12.014.
   Boulianne G., 2009, LISTENING SUBTITLES, P191.
   Conway ARA, 2005, PSYCHON B REV, V12, P769, DOI 10.3758/BF03196772.
   De Korte T., 2006, INTRALINEA.
   Den Boer C.M., 2001, MULTIMEDIA TRANSLATI, P167, DOI {[}10.1075/btl.34.20boe, DOI 10.1075/BTL.34.20BOE].
   ERICSSON KA, 1994, AM PSYCHOL, V49, P725, DOI 10.1037/0003-066X.49.8.725.
   Eugeni C., 2008, ENGLISH INT DEAF COM, P357.
   Gile D., 2009, BASIC CONCEPTS MODEL, DOI {[}DOI 10.1075/BTL.8, 10.1075/btl.8].
   Albir AH, 2015, META, V60, P256, DOI 10.7202/1032857ar.
   Jones R., 2002, C INTERPRETING EXPLA.
   Kalyuga S, 2003, EDUC PSYCHOL-US, V38, P23, DOI 10.1207/S15326985EP3801\_4.
   Kalyuga S, 1999, APPL COGNITIVE PSYCH, V13, P351, DOI 10.1002/(SICI)1099-0720(199908)13:4<351::AID-ACP589>3.0.CO;2-6.
   Kirschner F, 2011, COMPUT HUM BEHAV, V27, P1, DOI 10.1016/j.chb.2010.05.003.
   Lambourne A., 2006, INTRALINEA.
   Luyckx B., 2010, IDEAS WORKING PAPER.
   Marsh A., 2006, INTRALINEA.
   Marsh A., 2004, THESIS.
   Martinez Perez J., 2013, 4 INT S LIV SUBT BAR.
   Martinez Perez J., 2015, RESP LIV SUBT ACC C.
   Meylaerts Reine., 2015, PSYCHOLINGUISTIC COG, P101, DOI {[}10.1075/btl.115.05tim, DOI 10.1075/BTL.115.05TIM].
   Ofcom, 2014, MEAS LIV SUBT QUAL R.
   Ofcom, 2015, MEAS LIV SUBT QUAL R.
   Paas F, 2003, EDUC PSYCHOL, V38, P1, DOI 10.1207/S15326985EP3801\_1.
   Pochhacker Franz., 2016, INTRO INTERPRETING S, DOI 10.4324/9781315649573.
   Remael A., 2006, INTRALINEA.
   Robert IS, 2017, LING ANTVERP NEW SER, V16, P168.
   Romero Fresco P., 2009, MED ALL 3 C ANTW OCT.
   Romero-Fresco P., 2013, 4 INT S LIV SUBT BAR.
   Romero-Fresco P., 2017, LING ANTVERP NEW SER, V14, P149, DOI DOI 10.52034/LANSTTS.V16I0.438.
   Romero-Fresco P, 2015, PALGR STUD TRANSL, P28.
   Romero-Fresco P, 2016, LANG COMMUN, V49, P56, DOI 10.1016/j.langcom.2016.06.001.
   Romero-Fresco P, 2012, INTERPRET TRANSL TRA, V6, P91, DOI 10.1080/13556509.2012.10798831.
   Romero-Fresco Pablo., 2011, SUBTITLING SPEECH RE.
   Sandrelli A., 2013, 4 INT S LIV SUBT BAR.
   Szarkowska A, 2016, POZ STUD CONTEMP LIN, V52, P209, DOI 10.1515/psicl-2016-0008.},
Number-of-Cited-References = {38},
Times-Cited = {7},
Usage-Count-Last-180-days = {1},
Usage-Count-Since-2013 = {22},
Journal-ISO = {Interpret. Transl. Train.},
Doc-Delivery-Number = {GL7GB},
Web-of-Science-Index = {Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)},
Unique-ID = {WOS:000437364400006},
OA = {Green Submitted},
DA = {2023-10-02},
}

@article{ WOS:000323144300005,
Author = {Chan, Clara Ho-yan},
Title = {From self-interpreting to real interpreting: a new web-based exercise to
   launch effective interpreting training},
Journal = {PERSPECTIVES-STUDIES IN TRANSLATOLOGY},
Year = {2013},
Volume = {21},
Number = {3},
Pages = {358-377},
Month = {SEP 1},
Abstract = {This paper reports on an e-learning project that makes use of a new
   method of training first-year interpreting students. The bilingual
   journal, a daily recording of Chinese and English self-talking' on the
   education platform Blackboard', proves to be an effective tool for
   developing the qualities required of a competent interpreter, namely
   good knowledge, language, and interpreting skills. The Blackboard system
   used in the project can enhance the learning experience by adding the
   elements of peer review and self-reflection, which also serve as
   evidence that the training outcomes have been achieved. It is believed
   that the use of the monologue' can implant the necessary language,
   confidence, and tactics in students, bringing them to full engagement
   with more advanced interpreting training in consecutive mode,
   simultaneous mode, and so on.},
Publisher = {ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD},
Address = {4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND},
Type = {Article},
Language = {English},
Affiliation = {Chan, CHY (Corresponding Author), City Univ Hong Kong, Dept Chinese Translat \& Linguist, Hong Kong, Hong Kong, Peoples R China.
   City Univ Hong Kong, Dept Chinese Translat \& Linguist, Hong Kong, Hong Kong, Peoples R China.},
DOI = {10.1080/0907676X.2012.657654},
ISSN = {0907-676X},
Keywords = {interpreting training; oral bilingual journal; e-learning; Blackboard},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics; Language \& Linguistics},
Author-Email = {chychan@cityu.edu.hk},
Affiliations = {City University of Hong Kong},
ORCID-Numbers = {CHAN, Ho Yan Clara/0000-0002-2329-5310},
Cited-References = {{[}Anonymous], 2008, ED FRAMEWORK PRINCIP.
   {[}Anonymous], 2006, HDB BLENDED LEARNING.
   Chang C. C., 2008, STUDIES TRANSLATION, V11, P119.
   Garrison D. R., 2004, Internet and Higher Education, V7, P95, DOI 10.1016/j.iheduc.2004.02.001.
   Heinze A, 2004, P U SALF C ED CHANG.
   Ko L., 2006, INTERPRETING, V8, P67.
   Procter C., 2003, C P U SALF C ED CHAN.
   Yang Chengshu, 2003, STUDIES TRANSLATION, V8, P199.},
Number-of-Cited-References = {8},
Times-Cited = {7},
Usage-Count-Last-180-days = {2},
Usage-Count-Since-2013 = {20},
Journal-ISO = {Perspect.-Stud. Transl.},
Doc-Delivery-Number = {201LY},
Web-of-Science-Index = {Arts &amp; Humanities Citation Index (A&amp;HCI)},
Unique-ID = {WOS:000323144300005},
DA = {2023-10-02},
}

@article{ WOS:000214104800005,
Author = {Feuerle, Lois},
Title = {Testing Interpreters: Developing, Administering, and Scoring Court
   Interpreter Certification Exams},
Journal = {TRANSLATION \& INTERPRETING-THE INTERNATIONAL JOURNAL OF TRANSLATION AND
   INTERPRETING},
Year = {2013},
Volume = {5},
Number = {1, SI},
Pages = {80-93},
Abstract = {Access to justice for Limited English Proficient (LEP) and non-English
   speakers in the U.S. courts is contingent upon the provision of complete
   and accurate interpreting services. This has been increasingly
   recognized over the course of the past 35 years or so, and there are
   currently three major tests administered nationally in the United States
   to assess interpreting skills in courtroom settings: (1) the Federal
   Court Interpreter Certification Examination administered on behalf of
   the United States Administrative Office of the Courts; (2) the
   examination, widely known as the Consortium Test, administered by 40 or
   so states, originally developed under the auspices of the National
   Center for State Courts by the former Consortium for State Court
   Interpreter Testing, which was recently restructured as the Consortium
   for Language Access; and (3) the NAJIT Test, developed by the National
   Association of Judiciary Interpreters and Translators at the request of
   its membership in order to raise the standards for the profession. In
   addition, both New York and California, historically states with high
   levels of immigration, early on developed their own testing procedures
   to meet statewide needs.
   All of these examinations share numerous communalities, but they are
   also different in a variety of ways. This paper will provide an overview
   of the three national testing models plus New York, outlining their
   similarities and differences and pointing out some of the advantages and
   disadvantages of each model.},
Publisher = {UNIV WESTERN SYDNEY, INTERPRETING \& TRANSLATION RESEARCH GROUP},
Address = {LOCKED BAG 1797, PENRITH SOUTH DC, NSW 1797, AUSTRALIA},
Type = {Article},
Language = {English},
DOI = {10.12807/ti.105201.2013.a04},
ISSN = {1836-9324},
Keywords = {court interpreter; court interpreter testing; court interpreter exams;
   interpreter testing; federal court interpreter examination; consortium
   test; National Center for State Courts; NCSC; Consortium for State Court
   Interpreter Certification; Consortium for Language Access in the Courts;
   CLAC; National Association of Judiciary Interpreters and Translators;
   NAJIT test},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics},
Author-Email = {LoisMarieFeuerle@cs.com},
Cited-References = {{[}Anonymous], 2011, GOV CUOM ISS EX ORD.
   Arjona-Tseng Etilvia, 1985, SPANISH LANGUAGE USE, P181.
   FCICE {[}Federal Court Interpreter Certification Examination], 2013, FED COURT INT CERT E.
   Ferrara P., 2009, LANGUAGE ASSESSMENT.
   Ferrara P., 2008, MID ATL PERS ASS COS.},
Number-of-Cited-References = {5},
Times-Cited = {7},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {0},
Journal-ISO = {Transl. Interpret.},
Doc-Delivery-Number = {V08WF},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:000214104800005},
OA = {gold},
DA = {2023-10-02},
}

@article{ WOS:000437735200009,
Author = {Li, Xiangdong},
Title = {Tailoring T\&I curriculum for better employability: An exploratory case
   study of using internship surveys to inform curriculum modification},
Journal = {ONOMAZEIN},
Year = {2018},
Number = {40},
Pages = {159-182},
Month = {JUN},
Abstract = {T\&I scholars advocate an experiential approach, for example,
   internships, to bridge curriculum-employability gap. However, the
   advantage of using internships to diagnose curriculum problems and
   tailor it to market needs is under-researched. This exploratory case
   study aimed at investigating interpreting students' internship
   responsibilities, the effect of internships and their inadequacies in
   internships, and ultimately diagnosing curriculum problems and making
   modifications accordingly. Twelve third-year MA students interning as
   interpreters contributed to the study through online questionnaires. The
   survey highlights that interpreters are supposed to provide both
   interpreting (mostly consecutive) and translation services in the local
   market, that internships can effectively upgrade their interpreting
   skills particularly professionalism, and that the interns' linguistic
   competence still needs improving. Accordingly, translation courses
   should be available for interpreting students; consecutive interpreting
   should be given more pedagogical attention; more internship
   opportunities should be introduced to the T\&I curriculum and language
   enhancement courses should be added. This contribution provides a
   conceptual model for T\&I curriculum development and demonstrates how to
   diagnose curriculum problems and tailor the curriculum to market needs.
   As an initial effort, the present study will hopefully lead to changes
   in curriculum development norms in collegiate T\&I communities.},
Publisher = {PONTIFICIA UNIV CATOLICA CHILE, FAC LETRAS},
Address = {AV VICUNA MACKENNA 4860, SANTIAGO, 00000, CHILE},
Type = {Article},
Language = {English},
Affiliation = {Li, XD (Corresponding Author), Xian Int Studies Univ, Sch Translat Studies, Xian, Shaanxi, Peoples R China.
   Li, Xiangdong, Xian Int Studies Univ, Sch Translat Studies, Xian, Shaanxi, Peoples R China.},
DOI = {10.7764/onomazein.40.10},
ISSN = {0717-1285},
EISSN = {0718-5758},
Keywords = {internship; employability; market needs; curriculum development;
   curriculum modification},
Keywords-Plus = {HIGHER-EDUCATION; EXPERIENCES; INTERPRETERS; COMPETENCE; BUSINESS;
   MARKET},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics; Language \& Linguistics},
Author-Email = {xiangdong813@gmail.com},
Affiliations = {Xi'an International Studies University},
ResearcherID-Numbers = {Li, Xiangdong/H-2163-2015},
ORCID-Numbers = {Li, Xiangdong/0000-0002-7483-6076},
Cited-References = {Albl-Mikasa M., 2013, INTERPRETERS NEWSLET, V18, P17, DOI {[}10.21256/ZHAW-4081, DOI 10.21256/ZHAW-4081].
   Angelelli C., 2004, REV INT ROL STUD C C.
   {[}Anonymous], 1990, SITUATED LEARNING LE.
   {[}Anonymous], 2002, BABEL, DOI DOI 10.1179/000127904805260574.
   {[}Anonymous], 2002, TEACHING TRANSLATION.
   {[}Anonymous], 1997, TRANSLATOR COMMUNICA, DOI DOI 10.4324/9780203992722.
   {[}Anonymous], 2009, BASIC CONCEPTS MODEL, DOI DOI 10.1075/BTL.8.
   {[}Anonymous], 1996, INTERPRETING, DOI DOI 10.1075/INTP.1.1.05ILG.
   Astley H, 2017, INTERPRET TRANSL TRA, V11, P204, DOI 10.1080/1750399X.2017.1344813.
   Astley Helen, 2014, 14 ANN PORTSM TRANSL.
   Billett S, 2009, STUD HIGH EDUC, V34, P827, DOI 10.1080/03075070802706561.
   Bovill C, 2014, INNOV EDUC TEACH INT, V51, P15, DOI 10.1080/14703297.2013.770264.
   Bovill C, 2011, INT J ACAD DEV, V16, P133, DOI 10.1080/1360144X.2011.568690.
   Brubaker J, 2011, INNOV EDUC TEACH INT, V48, P3, DOI 10.1080/14703297.2010.543775.
   Calvo E, 2011, J SPEC TRANSL, P5.
   Chapman Linda, 2003, Nurs Stand, V17, P39.
   Chouc F., 2011, LINTERNA TRADUCTOR, V4.
   CLARK SC, 2003, J MANAG EDUC, V27, P472, DOI DOI 10.1177/1052562903251350.
   Colina S., 2016, RES TRANSLATION INTE, P108.
   Degueldre C, 2005, FORUM-REV INT INTERP, V3, P67.
   Donovan C., 2011, STUD U BABES BOLYAI, V1, P5.
   Donovan C, 2008, FORUM-REV INT INTERP, V6, P35, DOI 10.1075/forum.6.1.02don.
   Drugan J., 2013, QUALITY PROFESSIONAL.
   Durand C., 2005, RELEVE NEXT GENERATI.
   Flanagan J, 2000, J CLIN NURS, V9, P360.
   Furmanek Olgierda, 2004, CRIT LINK 4 C STOCKH.
   Gouadec D., 2007, TRANSLATION PROFESSI.
   Hoffman Sascha, 2014, 14 ANN PORTSM TRANSL.
   Jeong C. J., 2005, META, V50.
   Johnston S., 2007, THE CRITICAL LINK, P263.
   Kalina S., 2000, INTERPRETERSNEWSLETT, V10, P3.
   Kearns John, 2006, THESIS.
   Kelly D., 2005, HDB TRANSLATOR TRAIN.
   Kiraly D., 2016, AUTHENTIC EXPERIENTI, P53, DOI {[}10.14220/9783737004954.53, DOI 10.14220/9783737004954.53].
   Kiraly D, 2015, TRANSL INTERPRET STU, V10, P8, DOI 10.1075/tis.10.1.02kir.
   Kiraly D, 2012, META, V57, P82, DOI 10.7202/1012742ar.
   Kiraly Don, 2011, 4 INT C FLOR.
   Latifi M, 2013, PORTA LINGUARUM, P7.
   Lehtimaki H, 2013, HIGH EDUC, V66, P203, DOI 10.1007/s10734-012-9599-z.
   Lesch H. M., 2011, MODELLING FIELD COMM, P213.
   Leveson L., 2000, IND HIGHER EDUC, V14, P157, DOI {[}https://doi.org/10.5367/000000000101295002, DOI 10.5367/000000000101295002].
   Li D, 2002, META, V47, P513, DOI 10.7202/008034ar.
   Li D., 2007, TARGET, V9, P105, DOI {[}10.1075/target.19.1.07li, DOI 10.1075/TARGET.19.1.07LI].
   Li D., 2000, TARGET-NETH, V12, P127.
   Li XD, 2015, INTERPRET TRANSL TRA, V9, P323, DOI 10.1080/1750399X.2015.1100399.
   Long M. H., 2005, 2 LANGUAGE NEEDS ANA.
   Lung Rachel, 2005, BABEL, V51, P224, DOI DOI 10.1075/BABEL.51.3.02LUN.
   Mandilas A, 2014, EDUC TRAIN, V56, P776, DOI 10.1108/ET-12-2013-0138.
   Marzo-Navarro M, 2009, EDUC TRAIN, V51, P56, DOI 10.1108/00400910910931832.
   Mayor Blasco, 2015, TRANSLATION INTERPRE, V10, P108.
   McLellan H., 1996, SITUATED LEARNING PE, P5.
   Ming LCF, 2017, BABEL-AMSTERDAM, V63, P580, DOI 10.1075/babel.63.4.06liu.
   Mitchell-Schuitevoerder R., 2013, TRACKS TREKS TRANSLA, P127, DOI DOI 10.1075/BTL.108.07MIT.
   Napier J., 2005, ED ACTION RES, V13, P505, DOI DOI 10.1080/09650790500200302.
   Park Soyoung, 2015, INTERPRETATION TRANS, V17, P39.
   PELLATT Valerie, 2010, TEACHING TESTING INT, P131.
   Perez I., 2011, MODELLING FIELD COMM, P242.
   Rico C, 2010, INTERPRET TRANSL TRA, V4, P89, DOI 10.1080/1750399X.2010.10798798.
   Robertson G., 2003, TEACH HIGH EDUC, V8, P211, DOI {[}DOI 10.1080/1356251032000052456, 10.1080/1356251032000052456].
   Robinson D., 1989, TRAINING FOR IMPACT.
   Ruhanen L, 2013, J HOSP LEIS SPORT TO, V13, P60, DOI 10.1016/j.jhlste.2013.02.001.
   Salas-Velasco M, 2007, HIGH EDUC, V54, P227, DOI 10.1007/s10734-005-3092-x.
   Sawyer David, 2004, FUNDAMENTAL ASPECTS.
   Scholz RW, 2004, J RES SCI TEACH, V41, P24, DOI 10.1002/tea.10123.
   Slatyer H, 2006, INTERPRETER EDUC SER, V3, P47.
   Swanson R., 2015, ADULT LEARNER.
   tkins M. J., 1999, TEACH HIGH EDUC, V4, P267, DOI DOI 10.1080/1356251990040208.
   Tzou YZ, 2012, INT J BILINGUAL, V16, P213, DOI 10.1177/1367006911403197.
   Valero Garces C., 2011, VERTIMO STUDIJOS, V4, P107.
   Valero Garces C, 2010, FORUM-REV INT INTERP, V8, P221, DOI 10.1075/forum.8.2.09val.
   Valero-Garces Carmen, 2004, PROFESSIONALIZING PU.
   van Dijk TA, 2001, FOLIA LINGUIST, V35, P11, DOI 10.1515/flin.2001.35.1-2.11.
   Wan CS, 2013, EDUC REV, V65, P36, DOI 10.1080/00131911.2011.634969.
   Way Catherine, 2008, TRANSL C 2008 PORTSM.
   Wilson BG, 2000, THEORETICAL FOUNDATIONS OF LEARNING ENVIRONMENTS, P57.
   Yan JX, 2010, INTERPRET TRANSL TRA, V4, P173.},
Number-of-Cited-References = {76},
Times-Cited = {5},
Usage-Count-Last-180-days = {1},
Usage-Count-Since-2013 = {31},
Journal-ISO = {Onomazein},
Doc-Delivery-Number = {GM0JL},
Web-of-Science-Index = {Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)},
Unique-ID = {WOS:000437735200009},
DA = {2023-10-02},
}

@article{ WOS:000371071700007,
Author = {Guo Yijun},
Title = {The interpreter's political awareness as a non-cognitive constraint in
   political interviews A perspective of experiential meaning},
Journal = {BABEL-REVUE INTERNATIONALE DE LA TRADUCTION-INTERNATIONAL JOURNAL OF
   TRANSLATION},
Year = {2015},
Volume = {61},
Number = {4},
Pages = {573-588},
Abstract = {High-level political interpreting in China is a specialized
   interpretation with distinct principles and requirements and among them
   the interpreter's political awareness plays a critical role. In this
   article, the political awareness is investigated through a detailed
   examination of the interpreter's experiential meaning transfer using
   former Chinese Premier Zhu's debut press conference in 1998 as a case
   study. The study then identifies three types of political
   awareness-manipulated strategies employed by the interpreter at the
   conference: (a) the addition of experiential meaning to express
   political standpoint; (b) the omission of experiential meaning to
   eliminate potential negative political effects; (c) the correction of
   inaccurate experiential meaning to avoid political misunderstanding.
   Lastly, implications are drawn with reference to field as one of the
   contextual variables and the social institutional context. The article
   argues that political awareness on the part of the political and
   diplomatic interpreter in China is a paramount interpreting competence,
   that effective interpretation of the Chinese state leader's speeches
   depends upon the interpreter's high level of political awareness, and
   that such awareness is determined by the source text's relevant field
   and Chinese specific social institutional context.},
Publisher = {JOHN BENJAMINS PUBLISHING CO},
Address = {PO BOX 36224, 1020 ME AMSTERDAM, NETHERLANDS},
Type = {Article},
Language = {English},
Affiliation = {Guo, YJ (Corresponding Author), Kunming Univ Sci \& Technol, 727 South Jingming Rd, Kunming 650500, Peoples R China.
   Guo Yijun, Kunming Univ Sci \& Technol, 727 South Jingming Rd, Kunming 650500, Peoples R China.},
DOI = {10.1075/babel.61.4.07yij},
ISSN = {0521-9744},
EISSN = {1569-9668},
Keywords = {political awareness; experiential meaning transfer; field; social
   institutional context; non-cognitive constraint; interpreter-mediated
   communication},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics; Language \& Linguistics},
Author-Email = {guo\_yijun@hotmail.com},
Affiliations = {Kunming University of Science \& Technology},
Cited-References = {{[}Anonymous], 1997, TEXT TYPOLOGY TRANSL.
   {[}Anonymous], 2003, TRANSLATION INTERPRE.
   {[}Anonymous], 2004, INTRO FUNCTIONAL GRA.
   Baker M., 1997, TRANSLATING SENSITIV, P111.
   Butt D., 2000, USING FUNCTIONAL GRA, V2nd.
   Feng Zhiin, 2000, ZHUTONG LIVE STRATEG, P77.
   GE J, 2004, SHIJIE ZHISHI, V13, P60.
   Guo YJ, 2013, INTERLINGUA, V120, P57.
   Halliday M., 2001, EXPLORING TRANSLATIO, P13.
   Halliday M. A. K., 1994, INTRO FUNCTIONAL GRA.
   Halliday Michael A. K., 2004, INTRO FUNCTIONAL GRA, DOI DOI 10.4324/9780203783771.
   Li Y., 2003, NUMBER ONE INTERPRET.
   Martin J. R., 2007, WORKING DISCOURSE ME, V2da.
   MATTHIESSEN C, 2010, KEY TERMS SYSTEMIC F.
   Munday J., 2008, INTRO TRANSLATION ST.
   Newmark Peter, 1991, ABOUT TRANSLATION.
   Ren X., 2000, CHINESE TRANSLATORS, V5, P40.
   Romagnuolo A, 2009, TRANSL INTERPRET STU, V4, P1, DOI 10.1075/tis.4.1.01rom.
   Schaffner C, 2007, TOP TRANSL, V34, P134.
   Schaffner C., 2004, J LANG POLIT, V3, P117.
   Shi Y., 2007, CHINESE TRANSLATORS, V28, P57.
   Shi Yanhua, 2009, CHINESE TRANSLATORS, P9.
   Toury G., 1995, DESCRIPTIVE TRANSLAT, VRev. ed.
   WADENSJO C, 2000, INTERCULTURAL FAULTL, P233.
   Wang BH, 2012, META, V57, P198, DOI 10.7202/1012749ar.
   Yang MX, 2012, BABEL-AMSTERDAM, V58, P1, DOI 10.1075/babel.58.1.01min.
   Zhan B., 2004, ENGLISH SCI TECHNOLO, V3, P33.
   Zhan C, 2012, INTERPRETING, V14, P192, DOI 10.1075/intp.14.2.04zha.
   Zhang J., 2002, ADV DIPLOMATIC INTER.
   Zhang Y., 2004, CHINESE TRANSLATORS, V25, P55.
   Zhf, 2007, INT CHIN PREM PRESS.},
Number-of-Cited-References = {31},
Times-Cited = {5},
Usage-Count-Last-180-days = {3},
Usage-Count-Since-2013 = {44},
Journal-ISO = {Babel},
Doc-Delivery-Number = {DF1AV},
Web-of-Science-Index = {Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)},
Unique-ID = {WOS:000371071700007},
DA = {2023-10-02},
}

@article{ WOS:000330130700001,
Author = {Vandepitte, Sonia},
Title = {Research competences in translation studies},
Journal = {BABEL-REVUE INTERNATIONALE DE LA TRADUCTION-INTERNATIONAL JOURNAL OF
   TRANSLATION},
Year = {2013},
Volume = {59},
Number = {2},
Pages = {125-148},
Abstract = {In previous discussions relating both research and
   translation/interpreting to each other (e. g. Andrew Chesterman \&
   Wagner 2002; Klaudy 2006; Pochhacker 1992), the main focus was either on
   the extent to which research findings improve translation/interpreting
   processes and competences or on different paradigms within translation
   research (Gile 2008). This article heuristically investigates any links
   between translation/interpreting competences, on the one hand, and
   competences required for research, on the other hand.
   To establish a research competence taxonomy that is related to
   translation studies, four different sources of information have been
   relied on: two public authorities, one scholarly organization and one
   translation and interpreting training institution. This conceptual study
   points out that many competences required for research within
   translation studies are closely related to translation and interpreting
   competences (Vandepitte 2007), so that an integrated view of research
   competences and translation competences is called for. Such a view will
   reduce the translation and interpreting institutions' task of teaching
   research competences to a set of ten major academic competences.},
Publisher = {JOHN BENJAMINS PUBLISHING CO},
Address = {PO BOX 36224, 1020 ME AMSTERDAM, NETHERLANDS},
Type = {Article},
Language = {English},
Affiliation = {Vandepitte, S (Corresponding Author), Univ Ghent, Univ Coll Ghent, Groot Brittannielaan 45, B-9000 Ghent, Belgium.
   Univ Ghent, Univ Coll Ghent, B-9000 Ghent, Belgium.},
DOI = {10.1075/babel.59.2.01van},
ISSN = {0521-9744},
EISSN = {1569-9668},
Keywords = {translation/interpreting competences; research competences;
   translation/interpreting training; research training;
   translation/interpreting institutions},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics; Language \& Linguistics},
Author-Email = {sonia.vandepitte@hogent.be},
Affiliations = {Ghent University; HOGENT University College of Applied Sciences \& Arts},
ResearcherID-Numbers = {Vandepitte, Sonia/L-4128-2013},
ORCID-Numbers = {Vandepitte, Sonia/0000-0001-5799-9239},
Cited-References = {Al-Rubai'i A. M. H. A., 2009, BABEL, V55, P329, DOI {[}10.1075/babel.55.4, DOI 10.1075/BABEL.55.4].
   {*}AM LIB ASS, 1989, INF LIT COMP STAND H.
   {[}Anonymous], 2000, KREATIVES UBERSETZEN.
   {[}Anonymous], J TECHNOLOGY SCI ED.
   {[}Anonymous], LIBERAL ARTS PARADIG.
   {[}Anonymous], 2005, NEW TRENDS TRANSLATI.
   Atkinson Maxine P., 2003, SO SOC SOC NEW ORL L.
   Beeby A, 2005, META, V50, P609.
   Beeby A, 2000, BENJAMIN TRANSL LIB, V32, P99.
   Beeby A., 2003, TRIANGULATING TRANSL, P43, DOI DOI 10.1075/BTL.45.06PAC.
   Chesterman A., 2002, CAN THEORY HELP TRAN.
   Chesterman Andrew, 2002, MAP BEGINNERS GUIDE.
   Chiaro Delia, 2006, RES SKILLS REQUIRED.
   Davis TH, 2006, J ELECTROCARDIOL, V39, P120, DOI 10.1016/j.jelectrocard.2005.06.107.
   European Commission DG Translation, 2008, EUR MAST TRANSL EMT.
   European Parliament and Council Recommendation, 2008, OFFICIAL J EUROPEAN, VC111, P1.
   Fraser Janet, 2000, DEV TRANSLATION COMP, P51.
   Galan-Manas A, 2011, BABEL-AMSTERDAM, V57, P414, DOI 10.1075/babel.57.4.03gal.
   GARVIN P, 2006, REAL WORLD RES SKILL.
   GILE D, 2004, CLAIMS CHANGES CHALL, P297.
   Gile Daniel, 2008, PRINCIPLES EMPIRICAL.
   Gopferich S, 2009, ACROSS LANG CULT, V10, P169, DOI 10.1556/Acr.10.2009.2.1.
   Gopferich Susanne, 2009, MIND METHODS MODELS, V4, P11.
   Gopferich Susanne, 2000, SPECIAL LANGUAGE, V22, P106.
   Kiraly, 1995, PATHWAYS TRANSLATION, V3.
   Klaudy K., 2006, C EUR MAST TRANSL DG.
   Krajcso Z, 2011, BABEL-AMSTERDAM, V57, P269, DOI 10.1075/babel.57.3.02kra.
   Lafeber, 2012, THESIS U ROVIRA VIRG.
   Leszny┬u├k M., 2007, LANGUAGES CULTURES, V8, P167, DOI {[}10.1556/Acr.8.2007.2.2, DOI 10.1556/ACR.8.2007.2.2].
   Mayor M. J. B., 2007, BABEL, V53, P292, DOI {[}10.1075/babel.53.4.01may, DOI 10.1075/BABEL.53.4.01MAY].
   Molina L, 2002, META, V47, P498, DOI 10.7202/008033ar.
   Neubert A., 2000, DEV TRANSLATION COMP.
   PACTE-Group, 2009, INT RES WORKSH METH.
   POCHHACKER F, 1992, COPEN S TR, P211.
   Presas M., 2000, DEV TRANSLATION COMP, P19.
   Pym A, 2003, META, V48, P481, DOI 10.7202/008533ar.
   Shlesinger Miriam, 2006, RES COMPETENCES INTE.
   Stolze Radegundis, 2006, RES COMPETENCES LIBE.
   Vandepitte Sonia, 2007, COMP COMP DID ACT VE.
   Ventola Eija, 1996, ACAD WRITING INTERCU, V41.
   Vienne Jean., 2000, DEV TRANSLATION COMP, P91, DOI {[}10.1075/btl.38.10vie, DOI 10.1075/BTL.38.10VIE].
   Warmelink H., 2009, LEARNING VIRTUAL WOR.},
Number-of-Cited-References = {42},
Times-Cited = {5},
Usage-Count-Last-180-days = {2},
Usage-Count-Since-2013 = {47},
Journal-ISO = {Babel},
Doc-Delivery-Number = {295QN},
Web-of-Science-Index = {Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)},
Unique-ID = {WOS:000330130700001},
DA = {2023-10-02},
}

@article{ WOS:000533863200001,
Author = {Wang, Weiwei and Xu, Yi and Wang, Binhua and Mu, Lei},
Title = {Developing Interpreting Competence Scales in China},
Journal = {FRONTIERS IN PSYCHOLOGY},
Year = {2020},
Volume = {11},
Month = {APR 23},
Abstract = {Tertiary-level interpreter training and education have developed rapidly
   in China, and over 200 undergraduate and over 200 postgraduate T\&I
   programs have been launched over the past decade. Despite the rapid
   development, there has been no standardized framework allowing for the
   reliable and valid measurement of interpreting competence in China.
   Against this background, the China Standards of English (CSE), which are
   the Chinese counterpart to the Common European Framework of Reference
   (CEFR), were unveiled in 2018 after 4 years of government-funded
   research and validation. One vital component of the CSE is the
   descriptor-referenced interpreting competence scales. This article
   provides a systematic account of the design, development, and validation
   of the interpreting competence scales in China. Within the CSE, the
   construct of interpreting competence was defined according to an
   interactionist approach. It not only encompasses cognitive abilities,
   interpreting strategies, and subject-matter knowledge but also considers
   performance in typical communicative settings. Based on the construct
   definition, a corpus of relevant descriptors was built from three main
   sources, including: (a) interpreting training syllabuses, curricular
   frameworks, rating scales, and professional codes of conduct; (b)
   previous literature on interpreting performance assessment, competence
   development, and interpreter training and education; and (c)
   exemplar-generation data on assessing interpreting competence and
   typical interpreting activities, which were collected from interpreting
   professionals, trainers, and trainees. The corpus contains 9,208
   descriptors of interpreting competence. A mixed-method survey was then
   conducted to analyze, scale, and validate the descriptors among 30,682
   students, 5,787 teachers, and 139 interpreting professionals from 28
   provinces, municipalities, and regions in China. The finalized set
   included 369 descriptors that reference interpreting competence. The
   CSE-Interpreting Competence Scales with theoretically and empirically
   based descriptors represent a major effort in research on interpreting
   competence and its assessment, and they have significant potential to be
   applied widely in interpreting training, research, and assessment.},
Publisher = {FRONTIERS MEDIA SA},
Address = {AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND},
Type = {Article},
Language = {English},
Affiliation = {Wang, WW; Xu, Y (Corresponding Author), Guangdong Univ Foreign Studies, Sch Interpreting \& Translat Studies, Guangzhou, Peoples R China.
   Wang, Weiwei; Xu, Yi; Mu, Lei, Guangdong Univ Foreign Studies, Sch Interpreting \& Translat Studies, Guangzhou, Peoples R China.
   Wang, Binhua, Univ Leeds, Ctr Translat Studies, Leeds, W Yorkshire, England.},
DOI = {10.3389/fpsyg.2020.00481},
Article-Number = {481},
ISSN = {1664-1078},
Keywords = {interpreting competence; assessment and scales; descriptors; China
   standards of english; scale development and validation},
Keywords-Plus = {RATING-SCALES; GENERALIZABILITY THEORY; STRATEGIES; STUDENTS},
Research-Areas = {Psychology},
Web-of-Science-Categories  = {Psychology, Multidisciplinary},
Author-Email = {wangweiwei96@hotmail.com
   xuyi@gdufs.edu.cn},
Affiliations = {Guangdong University of Foreign Studies; University of Leeds},
ResearcherID-Numbers = {Wang, Binhua/L-4707-2019
   Wang, Binhua/B-5601-2014
   },
ORCID-Numbers = {Wang, Binhua/0000-0003-2404-5214
   Wang, Binhua/0000-0003-2404-5214
   Xu, Yi/0000-0001-6741-8821},
Funding-Acknowledgement = {National Social Science Fund of China {[}19CYY053]},
Funding-Text = {This research was supported by the National Social Science Fund of China
   (19CYY053).},
Cited-References = {Ais A. iC., 1998, EVALUACIOIN CALIDAD.
   Albl-Mikasa M., 2013, INTERPRETERS NEWSLET, V18, P17, DOI {[}10.21256/ZHAW-4081, DOI 10.21256/ZHAW-4081].
   Angelelli C. V., 2002, DEVELOPING PROFESSIO, P91.
   {[}Anonymous], {[}No title captured].
   {[}Anonymous], 2014, ANN FAM MED, V12, piii.
   {[}Anonymous], 1988, MULTILINGUA J CROSS, DOI DOI 10.1515/MULT.1988.7.4.411.
   {[}Anonymous], 2003, TRANSLATION TODAY TR.
   {[}Anonymous], LANG TEST.
   {[}Anonymous], 2013, USERS GUIDE FACETS P.
   {[}Anonymous], 2000, DEV COMMON FRAMEWORK.
   {[}Anonymous], 2000, DOLMETSCHEN KONZEPTU.
   {[}Anonymous], 1996, LANGUAGE TESTING PRA.
   {[}Anonymous], INTERPRETING.
   Ribas MA, 2017, INTERPRETING, V19, P118, DOI 10.1075/intp.19.1.06aru.
   Bachman L. F., 1990, FUNDAMENTAL CONSIDER.
   BARIK HC, 1975, LANG SPEECH, V18, P272, DOI 10.1177/002383097501800310.
   Bartomiejczyk M., 2006, INTERPRETING, V8, P149, DOI DOI 10.1075/INTP.8.2.03BAR.
   Bond G., 2015, APPL RASCH MODEL FUN.
   Cenkova I., 2015, ROUTLEDGE ENCY INTER, V1, P374.
   Chan A., 2013, STATUS TRANSLATION P, DOI {[}10.2782/64819, DOI 10.2782/64819].
   Council of Europe, 2001, COMM EUR FRAM REF LA.
   Creswell JW., 2014, RES DESIGN QUALITATI, V4th.
   Diaz Galaz S, 2011, ACROSS LANG CULT, V12, P173, DOI 10.1556/Acr.12.2011.2.3.
   Diaz-Galaz S, 2015, INTERPRETING, V17, P1, DOI 10.1075/intp.17.1.01dia.
   Dong YP, 2019, INTERPRET TRANSL TRA, V13, P408, DOI 10.1080/1750399X.2019.1617653.
   Dong YP, 2018, TRANSL INTERPRET STU, V13, P185, DOI 10.1075/tis.00011.don.
   Fantinuoli C, 2017, TRANSL INTERPRET, V9, P24, DOI 10.12807/ti.109202.2017.a02.
   Garzone Giuliana, 2003, EVALUACION CALIDAD I, P23.
   Gile D, 2011, BENJAMIN TRANSL LIB, V94, P201.
   Grbic N, 2008, INTERPRETING, V10, P232, DOI 10.1075/intp.10.2.04grb.
   Hambleton R. K., 1991, FUNDAMENTALS ITEM RE.
   Han C, 2019, LANG TEST, V36, P419, DOI 10.1177/0265532218809396.
   Han C, 2018, INTERPRETING, V20, P59, DOI 10.1075/intp.00003.han.
   Han C, 2018, ASSESS EVAL HIGH EDU, V43, P386, DOI 10.1080/02602938.2017.1353062.
   Han C, 2017, LING ANTVERP NEW SER, V16, P196.
   Han C, 2016, LANG ASSESS Q, V13, P186, DOI 10.1080/15434303.2016.1211132.
   Interagency Language Roundtable, 2002, INT LANG ROUNDT.
   Kalina S, 2005, META, V50, P768, DOI 10.7202/011017ar.
   Kalina S., 2000, INTERPRETERSNEWSLETT, V10, P3.
   Kalina S., 2005, DIRECTIONALITY INTER, V38, P27.
   Kalina Sylvia., 2002, INTERPRETING 21 CENT, P121, DOI {[}10.1075/btl.43.12kal, DOI 10.1075/BTL.43.12KAL].
   KOHN K, 1996, META, V41, P118, DOI 10.7202/003333ar.
   Kolen M. J., 2004, TEST EQUATING SCALIN, DOI {[}DOI 10.1007/978-1-4757-4310-4, DOI 10.1007/978-1-4939-0317-7].
   Kurz Ingrid, 1993, INTERPRETERSNEWSLETT, V5, P13.
   Kutz W., 2010, DOLMETSCHKOMPETENZ W.
   Lederer M., 1989, PEDAGOGIE RAISONNEE.
   Lee J, 2008, INTERPRET TRANSL TRA, V2, P165, DOI 10.1080/1750399X.2008.10798772.
   Lee SB, 2019, INTERPRETING, V21, P245, DOI 10.1075/intp.00029.lee.
   Lee SB, 2018, INTERPRET TRANSL TRA, V12, P166, DOI 10.1080/1750399X.2017.1359763.
   Lee SB, 2015, INTERPRETING, V17, P226, DOI 10.1075/intp.17.2.04lee.
   Li XD, 2015, BABEL-AMSTERDAM, V61, P170, DOI 10.1075/babel.61.2.02li.
   Li Xiangdong, 2013, INTERPRETERS NEWSLET, V18, P105.
   Linacre JM., 1994, RASCH MEASUREMENT T, V8, P370, DOI DOI 10.1177/01461672012710004.
   Liu J., 2019, DEV CHINA STANDARDS.
   Liu M., 2006, J NATL I COMPILATION, V34, P57.
   Liu MH, 2009, BENJAMIN TRANSL LIB, V80, P159.
   Lv Y, 2013, PROCEEDINGS OF THE 49TH ISOCARP CONGRESS, P163.
   Moser-Mercer B., 1996, INTERPRETERSNEWSLETT, V7, P43.
   Napier J, 2004, AM ANN DEAF, V149, P350, DOI 10.1353/aad.2005.0007.
   National Education Examinations Authority, 2018, CHIN STAND ENGL LANG.
   North B, 2014, ENGL PROFILE STUD, V4, P1.
   North B., 1995, SYSTEM, V23, P445.
   Pochhacker F, 2001, META, V46, P410, DOI 10.7202/003847ar.
   Postigo Pinazo E., 2008, TRADUCTION TERMINOLO, V21, DOI {[}10.7202/029690ar, DOI 10.7202/029690AR].
   Setton R, 2016, C INTERPRETING COMPL.
   Szabari K., 2002, TEACH SIM INT B LANG, P12.
   Tiselius E, 2009, AM TRANSLAT AS SCH, V14, P95.
   Vandergrift L, 1997, FOREIGN LANG ANN, V30, P387, DOI 10.1111/j.1944-9720.1997.tb02362.x.
   Wang, 2007, FOREIGN LANGUAGE WOR, V120, P75.
   Wang B., 2012, J FOREIGN LANG TEACH, V267, P75.
   Wang Buxiang, 2015, J E CHINA JIAOTONG U, V01, P65.
   Wang JH, 2015, INTERPRET TRANSL TRA, V9, P83, DOI 10.1080/1750399X.2015.1009261.
   Will M., 2007, P EU HIGH LEV SCI C, P65.
   Wu YY, 2018, INTERPRET TRANSL TRA, V12, P188, DOI 10.1080/1750399X.2018.1451952.
   Zhong W., 2003, MEMORY TRAINING INTE.},
Number-of-Cited-References = {75},
Times-Cited = {4},
Usage-Count-Last-180-days = {9},
Usage-Count-Since-2013 = {56},
Journal-ISO = {Front. Psychol.},
Doc-Delivery-Number = {LO8GC},
Web-of-Science-Index = {Social Science Citation Index (SSCI)},
Unique-ID = {WOS:000533863200001},
OA = {gold, Green Published},
DA = {2023-10-02},
}

@article{ WOS:000499957100013,
Author = {Ismail, Sayed and Alsager, Haroon Nasser and Omar, Abdulfattah},
Title = {The Implications of Online Translation Courses on Instructors'
   Philosophy of Teaching},
Journal = {ARAB WORLD ENGLISH JOURNAL},
Year = {2019},
Number = {5},
Pages = {176-189},
Month = {JUL},
Abstract = {The paper aims to shed more insights into the impact of online learning
   on the philosophy of teaching online translation courses. It starts from
   the premise that online translation courses have peculiar
   epistemological and pedagogical characteristics which differ from those
   available in conventional teaching settings. The traditional styles of
   teaching translation courses have generally focused on linguistic
   competence and translation and interpreting skills with a little focus
   on the increasing demands and changing conditions of the translation
   industry. In spite of the effectiveness of online translation courses in
   addressing the needs of both translation students and labor market in
   terms of offering diverse programs and courses including
   computer-assisted translation tools, subtitling, document management,
   and localization software, different challenges remain unresolved. These
   challenges can be attributed to different factors including the lack of
   a reliable philosophy of teaching that addresses the peculiar
   epistemological and pedagogical characteristics of online learning. In
   order to explore the role of philosophy of teaching in the effectiveness
   and quality of online translation courses, twenty seven online
   instructors were interviewed about their philosophy of teaching and
   strategies of addressing the online learning problems and challenges. It
   is suggested that instructors' unawareness about the peculiar nature of
   online learning and learners' needs has negative implications on
   students' achievement and online learning process in general. Online
   translation instructors are thus recommended to integrate different
   teaching philosophies in order to improve interaction with students,
   better understand their needs, and prepare them for the translation
   industry and labor market.},
Publisher = {ARAB WORLD ENGLISH JOURNAL},
Address = {JALAN 34-24 WANGSA MAJU, KUALA LUMPUR, 53300, MALAYSIA},
Type = {Article},
Language = {English},
Affiliation = {Ismail, S (Corresponding Author), Prince Sattam Bin Abdulaziz Univ, Dept English, Al Kharj Community Coll, Alkharj, Saudi Arabia.
   Ismail, Sayed, Prince Sattam Bin Abdulaziz Univ, Dept English, Al Kharj Community Coll, Alkharj, Saudi Arabia.
   Alsager, Haroon Nasser; Omar, Abdulfattah, Prince Sattam Bin Abdulaziz Univ, Coll Sci \& Humanities, Dept English, Alkharj, Saudi Arabia.},
DOI = {10.24093/awej/call5.13},
ISSN = {2229-9327},
Keywords = {e-learning; online translation courses; pedagogy; teaching philosophy},
Keywords-Plus = {USABILITY},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Language \& Linguistics},
Affiliations = {Prince Sattam Bin Abdulaziz University; Prince Sattam Bin Abdulaziz
   University},
ResearcherID-Numbers = {Alsager, Haroon N./AAT-2303-2021
   Omar, Abdulfattah/AAI-4943-2020},
ORCID-Numbers = {Alsager, Haroon N./0000-0003-3778-5801
   Omar, Abdulfattah/0000-0002-3618-1750},
Cited-References = {Albion P.R., 1999, P 16 ANN C AUSTR SOC.
   Aldosari H., 2010, INT C S DEM U BUILD.
   {[}Anonymous], 2006, PROGR ED MOVEMENT IS.
   {[}Anonymous], INT J TRAINING DEV.
   {[}Anonymous], 2008, E LEARNING SCI INSTR.
   {[}Anonymous], ALT J RES LEARNING T.
   {[}Anonymous], 1997, LEARNING INSTRUCTION.
   {[}Anonymous], DEV SOCIAL COGNITION.
   {[}Anonymous], 2010, PRACTICAL GUIDE AUTH.
   {[}Anonymous], 2009, ONLINE ED ADULT LEAR.
   {[}Anonymous], CASE STUDY RES DESIG.
   {[}Anonymous], 2013, RES DESIGN.
   {[}Anonymous], TESL EJ.
   Baker M, 2011, INTERPRET TRANSL TRA, V5, P1.
   Ballesteros L, 1997, PROCEEDINGS OF THE 20TH ANNUAL INTERNATIONAL ACM SIGIR CONFERENCE ON RESEARCH AND DEVELOPMENT IN INFORMATION RETRIEVAL, P84, DOI 10.1145/278459.258540.
   Barrow R., 2006, INTRO PHILOS ED, V4th.
   Bates A., 2014, TEACHING DIGITAL AGE.
   Betts K., 2009, ONLINE J DISTANCE LE, V12, P1.
   Creswell J., 2009, QUANTITATIVE QUALITA.
   Doherty S, 2016, INT J COMMUN-US, V10, P947.
   Downes S., 2012, CONNECTIVISM CONNECT.
   Ernest P., 1999, SOCIAL CONSTRUCTIVIS.
   Gavrilenko N., 2018, EURASIA J MATH SCI T, V14, P2711, DOI {[}10.29333/ejmste/85421, DOI 10.29333/EJMSTE/85421].
   Goldie J., 2016, MED TEACH, V38, P1.
   Honglan J., 2005, THESIS.
   Hull D. A., 1996, SIGIR Forum, P49.
   Jain L., 2015, SMART ED SMART E LEA.
   Kop R, 2011, INT REV RES OPEN DIS, V12, P19, DOI 10.19173/irrodl.v12i3.882.
   Lai R., 2014, INT J COMPUTER APPL, V97, P20.
   Liu B, 2015, CURR TRENDS TRANSL T, V2, P31.
   McMahon M., 1997, ASCILITE C, V327.
   Mekheimer MAA, 2012, CALICO J, V29, P321, DOI 10.11139/cj.29.2.321-340.
   NEUBERT A, 2000, DEV TRANSLATION COMP, V32, P13.
   Noddings N., 2007, PHILOS ED.
   Piaget J., 1967, ETUDES SOCIOLOGIQUES.
   Provaznikova L., 2009, THESIS.
   Pushpanathan T., 2012, J TECHNOLOGY ELT, V2, P1.
   Pym A, 2003, META, V48, P481, DOI 10.7202/008533ar.
   QUINN CN, 1996, 13 ANN C AUSTR SOC C.
   Rane A, 2007, INNOVATIONS IN E-LEARNING, INSTRUCTION TECHNOLOGY, ASSESSMENT, AND ENGINEERING EDUCATION, P73, DOI 10.1007/978-1-4020-6262-9\_13.
   Rosenberg M.J., 2001, E LEARNING STRATEGIE.
   Siemens G., 2005, CONNECTIVISM LEARNIN.
   Squires D, 1999, INTERACT COMPUT, V11, P467, DOI 10.1016/S0953-5438(98)00063-0.
   Steffe L. P., 1995, CONSTRUCTIVISM ED.
   Wang AY, 2012, THINK SKILLS CREAT, V7, P38, DOI 10.1016/j.tsc.2011.09.001.
   Weller M, 2007, VIRTUAL LEARNING ENV, DOI 10.4324/9780203964347.
   Winick M. P., 1978, PROGR ED MOVEMENT AN.
   Zaharias P, 2006, INTERACT TECHNOL SMA, V3, P87, DOI 10.1108/17415650680000055.
   Zaharias P, 2009, INT J HUM-COMPUT INT, V25, P75, DOI 10.1080/10447310802546716.
   Zahm S., 2004, E LEARNING, V1, P44.},
Number-of-Cited-References = {50},
Times-Cited = {4},
Usage-Count-Last-180-days = {1},
Usage-Count-Since-2013 = {6},
Journal-ISO = {Arab World Engl. J.},
Doc-Delivery-Number = {JR9SW},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:000499957100013},
OA = {gold, Green Submitted},
DA = {2023-10-02},
}

@article{ WOS:000404748400006,
Author = {Stone, Christopher},
Title = {Sign language interpreter aptitude: The trials and tribulations of a
   longitudinal study},
Journal = {TRANSLATION \& INTERPRETING-THE INTERNATIONAL JOURNAL OF TRANSLATION AND
   INTERPRETING},
Year = {2017},
Volume = {9},
Number = {1, SI},
Pages = {72-87},
Abstract = {This paper discusses the process of undertaking an exploratory
   longitudinal study of language learning and interpreter aptitude. It
   discusses the context of aptitude testing, the test selection for a test
   battery, the recruitment of subjects within the small-scale study (n=22)
   and the administration of that battery within the context of whether
   longitudinal studies are feasible with small cohorts of sign language
   interpreters. Sign languages continue to be languages of limited
   diffusion in Europe. Even with gradually increasing numbers of `hearing'
   sign language users, typically those wishing to become sign language
   interpreters do not have high levels of sign language fluency prior to
   enrolling in sign language interpreter training. As such, these students
   need to gain fluency in sign language, whilst also beginning to engage
   in interpreter education and interpreting-skills development. To date
   there is little understanding of how best to screen sign language
   interpreter program applicants to ensure the effective use of resources,
   i.e. to educate those who will both learn sign language to C1 fluency
   (Pro-signs, 2016) during the BA and also be able to learn how to
   interpret. Longitudinal studies enable us to take a longer view of
   learning and the professionalisation of skills and knowledge. They do,
   however, require significant time and this in itself can prove to be an
   obstacle when university researchers are required to produce tangible
   research outputs for career goals such as promotion or tenure.},
Publisher = {UNIV WESTERN SYDNEY, INTERPRETING \& TRANSLATION RESEARCH GROUP},
Address = {LOCKED BAG 1797, PENRITH SOUTH DC, NSW 1797, AUSTRALIA},
Type = {Article},
Language = {English},
Affiliation = {Stone, C (Corresponding Author), Univ Wolverhampton, Wolverhampton, W Midlands, England.
   Stone, Christopher, Univ Wolverhampton, Wolverhampton, W Midlands, England.},
DOI = {10.12807/ti.109201.2017.a06},
ISSN = {1836-9324},
Keywords = {interpreter aptitude; interpreter expertise; cognitive development},
Keywords-Plus = {WORKING-MEMORY; PHONOLOGICAL PARAMETERS; DEAF SIGNERS; TASK},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics},
Author-Email = {Christopher.Stone@wlv.ac.uk},
Affiliations = {University of Wolverhampton},
ResearcherID-Numbers = {Stone, Christopher/GRY-6674-2022
   },
ORCID-Numbers = {Stone, Christopher/0000-0002-7842-8029},
Cited-References = {{[}Anonymous], 2016, SIGN LANGUAGES COMMO.
   BACON SM, 1990, MOD LANG J, V74, P459, DOI 10.2307/328520.
   Baddeley A., 1992, SPEED CAPACITY LANGU.
   Brainmetric, 2004, PAC AUD SER ADD TEST.
   Brentari D., 1998, PROSODIC MODEL SIGN.
   BRIEN D, 2002, ORG PROVISION BRIT S.
   Carroll J.B., 2002, MODERN LANGUAGE APTI.
   Carroll J.B., 1962, TRAINING RES ED, P87.
   CFA, 2012, INT NAT OCC STAND.
   Cormier K, 2012, COGNITION, V124, P50, DOI 10.1016/j.cognition.2012.04.003.
   Costa A, 2009, COGNITION, V113, P135, DOI 10.1016/j.cognition.2009.08.001.
   CUTLER A, 1988, J EXP PSYCHOL HUMAN, V14, P113, DOI 10.1037/0096-1523.14.1.113.
   Emmorey K, 2008, BILING-LANG COGN, V11, P43, DOI 10.1017/S1366728907003203.
   Emmorey K, 2008, PSYCHOL SCI, V19, P1201, DOI 10.1111/j.1467-9280.2008.02224.x.
   Ericsson K. A., 2000, INTERPRETING, V5, P187, DOI {[}10.1075/INTP.5.2.08ERI, DOI 10.1075/INTP.5.2.08-RI, 10.1075/intp.5.2.08eri, DOI 10.1075/INTP.5.2.08ERI].
   Gomez J. M. L., 2007, INTERPRETING, V9, P71.
   GRONWALL DMA, 1977, PERCEPT MOTOR SKILL, V44, P367, DOI 10.2466/pms.1977.44.2.367.
   HEDDERLEY R, 1992, ED PSYCHOL PRACTICE, V8, P32, DOI DOI 10.1080/0266736920080105.
   Liu M., 2004, INTERPRETING, V6, P19, DOI {[}DOI 10.1075/INTP.6.1.04LIU, 10.1075/intp.6.1.04liu].
   Macnamara B.N., 2016, J APPL RES MEMORY CO.
   Macnamara BN, 2011, INTERPRETING, V13, P121, DOI 10.1075/intp.13.1.08mac.
   Mayberry R., 2006, LANG COGNITIVE PROC, P608.
   Office for Disability Issues HM Government, 2011, UN CONV RIGHTS PERS.
   Orfanidou E, 2009, MEM COGNITION, V37, P302, DOI 10.3758/MC.37.3.302.
   Ortega G, 2015, LANG LEARN, V65, P660, DOI 10.1111/lang.12123.
   Patton JH, 1995, J CLIN PSYCHOL, V51, P768, DOI 10.1002/1097-4679(199511)51:6<768::AID-JCLP2270510607>3.0.CO;2-1.
   Pichler D. Chen, 2011, OXFORD HDB DEAF STUD.
   Russo M, 2011, INTERPRETING, V13, P5, DOI 10.1075/intp.13.1.02rus.
   SALTHOUSE TA, 1991, DEV PSYCHOL, V27, P763, DOI 10.1037/0012-1649.27.5.763.
   Salthouse TA, 2000, NEUROPSYCHOLOGY, V14, P102, DOI 10.1037/0894-4105.14.1.102.
   SCOTTGIBSON L, 1991, CONSTRUCTING DEAFNES, P253.
   Simpson Stuart, 2007, ADV IDEAL FIGHT RAIS.
   Sparks R, 2009, LANG LEARN, V59, P203, DOI 10.1111/j.1467-9922.2009.00504.x.
   Stone C, 2008, SIGN LANG STUD, V8, P226, DOI 10.1353/sls.2008.0009.
   Stone Christopher, 2013, INTERPRETING CHANGIN, V6, P83, DOI {[}-10.1075/BTL.-109.08STO, DOI 10.1075/BTL.-109.08STO].
   Timarova S, 2014, INTERPRETING, V16, P139, DOI 10.1075/intp.16.2.01tim.
   Wang JH, 2013, J DEAF STUD DEAF EDU, V18, P271, DOI 10.1093/deafed/ens068.
   Wechsler D., 1999, WECHSLER ABBREVIATED.},
Number-of-Cited-References = {38},
Times-Cited = {4},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {6},
Journal-ISO = {Transl. Interpret.},
Doc-Delivery-Number = {EZ5IR},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:000404748400006},
OA = {gold, Green Submitted},
DA = {2023-10-02},
}

@article{ WOS:000663372700009,
Author = {Gambrell, Simone and Lesch, Harold},
Title = {Interpreter training: Devising a model for aptitude testing for
   simultaneous interpreters},
Journal = {STELLENBOSCH PAPERS IN LINGUISTICS PLUS-SPIL PLUS},
Year = {2021},
Volume = {61},
Pages = {127-149},
Abstract = {The proper selection and training of simultaneous interpreting
   candidates would ensure that they meet all essential requirements and
   are fully prepared to face any professional assignment they might
   encounter. Aptitude tests for entrance to training courses may be a step
   on the path to improving interpreting quality and strengthening the
   professionalisation of the field. As a result, this study aimed to
   design a comprehensive, custom-made aptitude test for simultaneous
   interpreting relevant for the South African context. A further aim for
   this test was for it to be used in practice to differentiate between
   those students who have the ability to succeed as interpreters and those
   who do not, in order to ultimately improve the quality of the
   professional field of interpreting.
   This aim was accomplished through a qualitative research design. First,
   a review was conducted on the available literature on interpreter
   aptitude testing. Further analysis showed that only eight of these tests
   had been proven to reliably predict aptitude for interpreting. Second,
   online surveys and in-person, semi-structured interviews were utilised
   to gather the opinions of interpreter trainers and potential
   interpreting students. The trainers were asked, among other questions,
   which cognitive and personality traits they would wish to test for in
   prospective students. The students were also asked, among other
   questions, to rate on a Likert scale their confidence in successfully
   completing the different available aptitude tests.
   Through this data, it was found that there is a need for aptitude
   testing for the training of simultaneous interpreting students in South
   Africa, and that both trainers and students advocated for its use.
   Moreover, it was possible to determine the most effective aptitude tests
   from among those that are available and, furthermore, those that would
   be easy to administer and complete.},
Publisher = {UNIV STELLENBOSCH, DEPT GENERAL LINGUISTICS},
Address = {PRIVATE BAG X1, MATIELAND, STELLENBOSCH, 7602, SOUTH AFRICA},
Type = {Article},
Language = {English},
Affiliation = {Gambrell, S (Corresponding Author), Stellenbosch Univ, Dept Afrikaans \& Dutch, Stellenbosch, South Africa.
   Gambrell, Simone; Lesch, Harold, Stellenbosch Univ, Dept Afrikaans \& Dutch, Stellenbosch, South Africa.},
DOI = {10.5842/61-0-921},
ISSN = {1726-541X},
EISSN = {2224-3380},
Keywords = {aptitude test; screening students; training; language ability;
   introductory course},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics},
Author-Email = {simone.gambrell@yahoo.com
   hlesch@sun.ac.za},
Affiliations = {Stellenbosch University},
ORCID-Numbers = {Lesch, Harold/0000-0003-1474-7028},
Cited-References = {{[}Anonymous], 2003, TRANSLATION TODAY TR.
   {[}Anonymous], 2011, INTERVIEWS QUALITATI.
   {[}Anonymous], 1978, LANGUAGE INTERPRETAT.
   {[}Anonymous], 1978, LANGUAGE INTERPRETAT.
   Bingham, 1942, APTITUDES APTITUDE T.
   Chabasse C, 2014, INTERPRETING, V16, P19, DOI 10.1075/intp.16.1.02cha.
   Corsellis A., 1999, LIAISON INTERPRETING, P197.
   Donovan C., 2006, PROFESSIONALIZATION, P72.
   Foxcroft C., 2013, INTRO PSYCHOL ASSESS, P69.
   Foxcroft C., 2013, INTRO PSYCHOL ASSESS, P109.
   Garzone G., 2002, INTERPRETING 21 CENT, P107, DOI DOI 10.1075/BTL.43.11GAR.
   Gerver D., 1989, META, V34, P724, DOI 10.7202/002884ar.
   HelmsLorenz M, 1995, EUR J PSYCHOL ASSESS, V11, P158, DOI 10.1027/1015-5759.11.3.158.
   Horwitz E. K., 2001, ANNU REV APPL LINGUI, V21, P112, DOI {[}DOI 10.1017/S0267190501000071, 10.1017/S0267190501000071].
   Kaplan R. M., 2001, PSYCHOL TESTING PRIN.
   Kurz I., 1993, INTERPRETING STUDIES, P313.
   Macnamara BN, 2011, INTERPRETING, V13, P121, DOI 10.1075/intp.13.1.08mac.
   Marais K., 1999, LIAISON INTERPRETING, P303.
   Moser-Mercer B., 1985, META, V30, P97, DOI {[}10.7202/003631ar, DOI 10.7202/003631AR].
   Pienaar M., 2015, NORDIC J AFRICAN STU, V24, P186.
   Pippa S., 2002, INTERPRETING 21 CENT, P245.
   Pochhacker F., 2014, APTITUDE INTERPRETIN.
   Pochhacker Franz., 2016, INTRO INTERPRETING S, DOI 10.4324/9781315649573.
   Rosiers A, 2011, INTERPRETING, V13, P53, DOI 10.1075/intp.13.1.04ros.
   Russo M, 2004, META, V49, P409, DOI 10.7202/009367ar.
   Russo M., 1989, INTERPRETERSNEWSLETT, V2, P57.
   Russo M, 2014, INTERPRETING, V16, P1, DOI 10.1075/intp.16.1.01rus.
   Russo M, 2011, INTERPRETING, V13, P5, DOI 10.1075/intp.13.1.02rus.
   Shlesinger M, 2011, INTERPRETING, V13, P1, DOI 10.1075/intp.13.1.01int.
   Timarova S, 2011, INTERPRETING, V13, P31, DOI 10.1075/intp.13.1.03tim.
   van Staden F, 1999, SA J IND PSYCHOL, V25, P1.},
Number-of-Cited-References = {31},
Times-Cited = {3},
Usage-Count-Last-180-days = {1},
Usage-Count-Since-2013 = {9},
Journal-ISO = {Stellenbosch Pap. Linguist.-SPiL Plus},
Doc-Delivery-Number = {SU8HV},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:000663372700009},
OA = {gold, Green Published},
DA = {2023-10-02},
}

@article{ WOS:000518710100001,
Author = {Martinez-Gomez, Aida},
Title = {Language brokering experience among interpreting students: pedagogical
   implications for the development of interpreting competence},
Journal = {INTERPRETER AND TRANSLATOR TRAINER},
Year = {2020},
Volume = {14},
Number = {3},
Pages = {303-321},
Month = {JUL 2},
Abstract = {Young bilinguals in multilingual environments frequently act as language
   brokers for members of their families and communities. It is thus not
   surprising that growing numbers of young language brokers are drawn to
   formal translation/interpreting programs. Nevertheless, when they join,
   they often encounter pedagogies that tend to focus on elective
   sequential bilinguals (i.e. individuals who purposefully acquired their
   L2 after childhood) and that rarely acknowledge previous interpreting
   experiences. This study explores the specific needs of young language
   brokers as they become apparent in their accounts of previous
   interpreting experiences. For this purpose, it analyses the narratives
   of 67 self-identified current or former young language brokers who are
   pursuing formal interpreting education. It identifies their perceived
   strengths and weaknesses, features of successful interpreted events, and
   attitudes towards interpreting. By mapping these findings against the
   framework of Interpreting Competence (and its sub-competences), this
   study ultimately aims to inform the fine-tuning of pedagogical
   approaches and methods that capitalise on and are sensitive to the
   backgrounds of these students.},
Publisher = {ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD},
Address = {2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND},
Type = {Article},
Language = {English},
Affiliation = {Martinez-Gomez, A (Corresponding Author), CUNY John Jay Coll Criminal Justice, Dept Modern Languages \& Literatures, New York, NY 10019 USA.
   Martinez-Gomez, Aida, CUNY John Jay Coll Criminal Justice, Dept Modern Languages \& Literatures, New York, NY 10019 USA.},
DOI = {10.1080/1750399X.2020.1736436},
EarlyAccessDate = {MAR 2020},
ISSN = {1750-399X},
EISSN = {1757-0417},
Keywords = {Language brokering; interpreting competence; curricular design; needs
   analysis; attitudes; narratives},
Keywords-Plus = {TRANSLATORS; FEELINGS; WORK},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics; Language \& Linguistics},
Author-Email = {amartinez-gomez@jjay.cuny.edu},
Affiliations = {City University of New York (CUNY) System; John Jay College of Criminal
   Justice (CUNY)},
Funding-Acknowledgement = {Institute for Language Education in Transcultural Context (City
   University of New York); Professional Staff Congress and the City
   University of New York {[}PSC CUNY Award] {[}60634-0048]},
Funding-Text = {This work was supported by the Institute for Language Education in
   Transcultural Context (City University of New York) {[}2016 ILE Grant]
   and by the Professional Staff Congress and the City University of New
   York {[}PSC CUNY Award 60634-0048].},
Cited-References = {Abril Marti M. I., 2006, THESIS.
   Albir A., 2017, RES TRANSLATION COMP, P35, DOI 10.1075/btl.127.02pac.
   Albl-Mikasa M., 2012, DOLMETSCHQUALITAT PR, P59.
   Angelelli C., 2004, REVISITING INTERPRET.
   Angelelli C., 2011, EXPANDING ABILITIES, P103.
   Angelelli C., 2002, NEW APPROACHES INTER, P23.
   Angelelli Claudia, 2000, RM02156 NAT RES CTR.
   Angelelli CV, 2010, TRANSL INTERPRET STU, V5, P94, DOI 10.1075/tis.5.1.06ang.
   Angelelli Claudia V., 2017, NONPROFESSIONAL INTE, DOI {[}10.1075/btl.129.13ang, DOI 10.1075/BTL.129.13ANG].
   Angelelli CV, 2016, EUR J APPL LINGUIST, V4, P5, DOI 10.1515/eujal-2015-0029.
   {[}Anonymous], 2001, THESIS.
   {[}Anonymous], 1995, LANG EDUC-UK, DOI DOI 10.1080/095.
   Antonini R., 2015, CULTUS J INTERCULTUR, V8, P96.
   Antonini R, 2016, J MULTILING MULTICUL, V37, P710, DOI 10.1080/01434632.2015.1127931.
   Baker Mona., 2006, TRANSLATION CONFLICT.
   Bauer E, 2016, CHILDHOOD, V23, P22, DOI 10.1177/0907568215574917.
   Bergey R., 2018, SERVING ENGLISH LANG.
   Bontempo K, 2011, INTERPRETING, V13, P85, DOI 10.1075/intp.13.1.06bon.
   Cohen S, 1999, SOCIOL HEALTH ILL, V21, P163, DOI 10.1111/1467-9566.00148.
   Corona R, 2012, J CHILD FAM STUD, V21, P788, DOI 10.1007/s10826-011-9536-2.
   Englund Dimitrova Birgitta, 2016, REEMBEDDING TRANSLAT, P195, DOI DOI 10.1075/BTL.128.10ENG.
   Green J, 2005, SOC SCI MED, V60, P2097, DOI 10.1016/j.socscimed.2004.08.067.
   Hall N., 2007, LANGUAGE ED, V21, P16, DOI {[}10.2167/le645.0, DOI 10.2167/LE645.0].
   Hamidi M, 2007, META, V52, P276, DOI 10.7202/016070ar.
   Hurtabo Albir A., 2017, RES TRANSLATION COMP.
   JACOBS B, 1995, J ROY SOC MED, V88, pP474.
   Kaczmarek L., 2010, THESIS.
   Kelly D., 2005, HDB TRANSLATOR TRAIN.
   Kolb, 2015, EXPERIENTIAL LEARNIN.
   Lesch H. M., 2011, MODELLING FIELD COMM, P213.
   Morales A, 2005, HISPANIC J BEHAV SCI, V27, P471, DOI 10.1177/0739986305281333.
   Moser-Mercer B., 2000, LANGUAGE PROCESSING, DOI {[}10.1075/btl.40.09mos, DOI 10.1075/BTL.40.09MOS].
   Moser-Mercer B., 2000, TRANSLATIONSWISSENSC, P239.
   Moser-Mercer B, 2008, INTERPRET TRANSL TRA, V2, P1.
   Napier J., 2017, NONPROFESSIONAL INTE, P381.
   Orellana M. F., 2009, TRANSLATING CHILDHOO.
   Orellana MF, 2003, SOC PROBL, V50, P505, DOI 10.1525/sp.2003.50.4.505.
   Pochhacker Franz., 2016, INTRO INTERPRETING S, DOI 10.4324/9781315649573.
   Rosato L., 2010, MEDIAZIONI, V10, P239.
   Sawyer David, 2004, FUNDAMENTAL ASPECTS.
   Shaw S., 2006, INTERPRETING, V8, P195, DOI {[}10.1075/intp.8.2.05sha, DOI 10.1075/INTP.8.2.05SHA].
   Tiselius E., 2015, ROUTLEDGE ENCY INTER, P152.
   TSE L, 1995, HISPANIC J BEHAV SCI, V17, P180, DOI 10.1177/07399863950172003.
   Valdes Guadalupe., 2003, EXPANDING DEFINITION.
   Villanueva CM, 2010, J SOC ISSUES, V66, P197, DOI 10.1111/j.1540-4560.2009.01640.x.
   Weisskirch RS, 2007, J EARLY ADOLESCENCE, V27, P545, DOI 10.1177/0272431607302935.},
Number-of-Cited-References = {46},
Times-Cited = {3},
Usage-Count-Last-180-days = {1},
Usage-Count-Since-2013 = {24},
Journal-ISO = {Interpret. Transl. Train.},
Doc-Delivery-Number = {OM4YT},
Web-of-Science-Index = {Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)},
Unique-ID = {WOS:000518710100001},
DA = {2023-10-02},
}

@article{ WOS:000411624500004,
Author = {Rosiers, Alexandra and Eyckmans, June},
Title = {Investigating tolerance of ambiguity in novice and expert translators
   and interpreters: An exploratory study},
Journal = {TRANSLATION \& INTERPRETING-THE INTERNATIONAL JOURNAL OF TRANSLATION AND
   INTERPRETING},
Year = {2017},
Volume = {9},
Number = {2},
Pages = {52-66},
Abstract = {In recent years socio-psychological language research has influenced the
   fields of translation and interpreting studies resulting in a growing
   interest in personality traits such as extraversion, emotional
   stability, self-efficacy and risk-taking as relevant constructs of
   translator competence and interpreter aptitude (Hubscher-Davidson, 2009;
   Bolaos Medina, 2014). A personality trait that has received limited
   attention, especially in relation to interpreting, is tolerance of
   ambiguity (TA). TA is generally described as the ability to manage
   situations that are new, complex or insoluble (Budner, 1962). As these
   types of situations seem to be inherent to the translation and
   interpreting practice, the construct has interesting potential. This
   study aims to shed some light on the level of TA in novice and expert
   translators and interpreters. To this end, we have administered the
   Tolerance for Ambiguity Scale (Herman, Stevens, Bird, Mendenhall \&
   Oddou, 2010) to two groups of student interpreters (n=20) and
   translators (n=20) and two professional populations of interpreters
   (n=20) and translators (n=14). The results indicate a significant
   difference between interpreters and translators at the professional
   level regardless of age. This seems to suggest that the nature of the
   interpreter's job aids the development of tolerance of ambiguity.},
Publisher = {UNIV WESTERN SYDNEY, INTERPRETING \& TRANSLATION RESEARCH GROUP},
Address = {LOCKED BAG 1797, PENRITH SOUTH DC, NSW 1797, AUSTRALIA},
Type = {Article},
Language = {English},
Affiliation = {Rosiers, A (Corresponding Author), Univ Ghent, Ghent, Belgium.
   Rosiers, Alexandra; Eyckmans, June, Univ Ghent, Ghent, Belgium.},
DOI = {10.12807/ti.109202.2017.a04},
ISSN = {1836-9324},
Keywords = {tolerance of ambiguity; translator; interpreter},
Keywords-Plus = {INTOLERANCE; UNCERTAINTY; VARIABLES; CONTEXT; SCALE},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics},
Author-Email = {alexandra.rosiers@ugent.be
   june.eyckmans@ugent.be},
Affiliations = {Ghent University},
ResearcherID-Numbers = {Eyckmans, June/AHE-3127-2022},
Cited-References = {Angelone Erik., 2010, TRANSLATION COGNITIO, V15, P17, DOI 10.1075/ata.xv.03ang.
   {[}Anonymous], 1978, GOOD LANGUAGE LEARNE.
   {[}Anonymous], 2002, NEO PI R NEO FFI BIG.
   {[}Anonymous], 1995, LEARNING STYLES ESL.
   {[}Anonymous], 1993, GEORGETOWN U ROUND T.
   {[}Anonymous], BASIC CONCEPTS MODEL, DOI DOI 10.1075/BTL.8.
   {[}Anonymous], 2011, COGNITIVE EXPLORATIO.
   {[}Anonymous], 1984, CROSS CULTURAL RES M.
   Bardi A, 2009, PERS INDIV DIFFER, V47, P219, DOI 10.1016/j.paid.2009.03.003.
   Birrell J, 2011, CLIN PSYCHOL REV, V31, P1198, DOI 10.1016/j.cpr.2011.07.009.
   Bolanos-Medina A, 2015, BABEL-AMSTERDAM, V61, P147, DOI 10.1075/babel.61.2.01bol.
   Bolanos-Medina A, 2014, TRANSL INTERPRET STU, V9, P197, DOI 10.1075/tis.9.2.03bol.
   Bontempo K., 2012, THESIS.
   Bontempo K, 2014, TRANSL INTERPRET, V6, P23.
   BUDNER S, 1962, J PERS, V30, P29.
   Buhr K, 2006, J ANXIETY DISORD, V20, P222, DOI 10.1016/j.janxdis.2004.12.004.
   Caligiuri P, 2012, J WORLD BUS, V47, P612, DOI 10.1016/j.jwb.2012.01.014.
   Dewaele JM, 2013, BILING-LANG COGN, V16, P231, DOI 10.1017/S1366728912000570.
   Dornyei Z., 2005, PSYCHOL LANGUAGE LEA.
   Durrheim K, 1997, PERS INDIV DIFFER, V22, P741, DOI 10.1016/S0191-8869(96)00207-3.
   EHRMAN M, 1990, MOD LANG J, V74, P311, DOI 10.2307/327627.
   El-Koumy A. S. A., 2000, NAT S ENGL LANG TEAC.
   ELY CM, 1989, FOREIGN LANG ANN, V22, P437, DOI 10.1111/j.1944-9720.1989.tb02766.x.
   FRENKELBRUNSWIK E, 1949, J PERS, V18, P108, DOI 10.1111/j.1467-6494.1949.tb01236.x.
   Furnham A, 1995, CURR PSYCHOL, V14, P179, DOI 10.1007/BF02686907.
   Furnham A., 2013, PSYCHOLOGY, V4, P717, DOI {[}DOI 10.4236/PSYCH.2013.49102, 10.4236/psych.2013.49102].
   Herman JL, 2010, INT J INTERCULT REL, V34, P58, DOI 10.1016/j.ijintrel.2009.09.004.
   Hubscher-Davidson S, 2013, META, V58, P324, DOI 10.7202/1024177ar.
   Hubscher-Davidson SE, 2009, PERSPECT STUD TRANSL, V17, P175, DOI 10.1080/09076760903249380.
   Kondo-Brown K, 2006, READ FOREIGN LANG, V18, P55.
   Kunzli Alexander, 2004, J SPEC TRANSL, P34.
   Laukkanen J., 1996, TARGET-NETH, V8, P257, DOI {[}https://doi.org/10.1075/target.8.2.04lau, DOI 10.1075/TARGET.8.2.04LAU].
   Lucas RE, 2011, J PERS SOC PSYCHOL, V101, P847, DOI 10.1037/a0024298.
   MACDONAL.AP, 1970, PSYCHOL REP, V26, P791, DOI 10.2466/pr0.1970.26.3.791.
   McLain DL, 2009, PSYCHOL REP, V105, P975, DOI 10.2466/PR0.105.3.975-988.
   MCLAIN DL, 1993, EDUC PSYCHOL MEAS, V53, P183, DOI 10.1177/0013164493053001020.
   NORTON RW, 1975, J PERS ASSESS, V39, P607, DOI 10.1207/s15327752jpa3906\_11.
   Oxford R. L., 1999, AFFECT LANGUAGE LEAR, P58, DOI DOI 10.3389/FPSYG.2020.00059.
   Pym A, 2015, J PRAGMATICS, V85, P67, DOI 10.1016/j.pragma.2015.06.010.
   Roberts C, 1986, LANG LEARN, V36, P17.
   Rosiers A., INTERPRETIN IN PRESS.
   Rosiers A, 2017, ACROSS LANG CULT, V18, P29, DOI 10.1556/084.2017.18.1.2.
   Rosiers A, 2011, INTERPRETING, V13, P53, DOI 10.1075/intp.13.1.04ros.
   Schweda Nicholson N., 2005, INTERPRETERS NEWSLET, V13, P108.
   Tirkkonen-Condit Sonja., 2000, TAPPING MAPPING PROC, DOI {[}10.1075/btl.37.13tir, DOI 10.1075/BTL.37.13TIR].
   van der Zee K, 2013, J PERS ASSESS, V95, P118, DOI 10.1080/00223891.2012.718302.
   Wilss W., 2007, TEXT PROCESSES CORPO, P163.
   Wolfradt U, 1999, J AM SOC PSYCHICAL R, V93, P249.},
Number-of-Cited-References = {48},
Times-Cited = {3},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {8},
Journal-ISO = {Transl. Interpret.},
Doc-Delivery-Number = {FI0NP},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:000411624500004},
OA = {gold, Green Published},
DA = {2023-10-02},
}

@article{ WOS:000361203900008,
Author = {Li, Xiangdong},
Title = {Designing a sight translation course for undergraduate T\&I students
   From context definition to course organization},
Journal = {REVISTA ESPANOLA DE LINGUISTICA APLICADA},
Year = {2015},
Volume = {28},
Number = {1},
Pages = {169-198},
Month = {JAN 1},
Abstract = {Sight translation is widely used in the T\&I classroom as a pedagogical
   tool to enhance trainees' acquisition of interpreting skills and as a
   communicative tool to prepare trainees for the translation market. Sight
   translation, as a separate course, or at least as a necessary component
   of an interpreting course, is increasingly visible in most T\&I
   programs. However, the pedagogy of sight translation is a rarely touched
   upon topic in the current literature. This article discusses the design
   of a sight translation course as a stepping stone for interpreting
   courses in an undergraduate program. Graves' (2000) course development
   model is adapted to serve as the framework of course design. Drawing on
   findings from previous research, the author describes the five initial
   elements of course design: context definition, articulation of beliefs,
   content conceptualization, goals and objectives formulation, and course
   organization. This article aims at inspiring fellow trainers to design
   sight translation courses and other T\&I courses in a scientific and
   systematic way.},
Publisher = {JOHN BENJAMINS PUBLISHING CO},
Address = {PO BOX 36224, 1020 ME AMSTERDAM, NETHERLANDS},
Type = {Article},
Language = {English},
Affiliation = {Li, XD (Corresponding Author), Xian Int Studies Univ, Sch Translat Studies, South Wenyuan Rd, Xian 710128, Shaanxi, Peoples R China.
   Xian Int Studies Univ, Sch Translat Studies, Xian 710128, Shaanxi, Peoples R China.},
DOI = {10.1075/resla.28.1.08li},
ISSN = {0213-2028},
EISSN = {2254-6774},
Keywords = {sight translation; course design; context definition; articulation of
   beliefs; content conceptualization; formulation of goals and objectives;
   course organization},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics; Language \& Linguistics},
Author-Email = {xiangdong813@gmail.com},
Affiliations = {Xi'an International Studies University},
ResearcherID-Numbers = {Li, Xiangdong/H-2163-2015},
ORCID-Numbers = {Li, Xiangdong/0000-0002-7483-6076},
Cited-References = {Agrifoglio Marjorie., 2004, INTERPRETING, V6, P43, DOI {[}10.1075/intp.6.1.05agr, DOI 10.1075/INTP.6.1.05AGR].
   Albir AH, 2009, ROUTL COMPANIONS, P54.
   An S., 2009, INTERPRETING TRANSLA, V12, P183.
   Anderson J. R., 1996, ARCHITECTURE COGNITI.
   Angelelli C., 1999, ATA CHRONICLE, V28, P27.
   {[}Anonymous], BASIC ISSUES TRANSLA.
   {[}Anonymous], 2010, INTERPRETERSNEWSLETT.
   {[}Anonymous], HDB TEACHERS U COLL.
   {[}Anonymous], C INTERPRETATION TRA.
   {[}Anonymous], 2002, TEACHING TRANSLATION.
   {[}Anonymous], 1995, INTERPRETERSNEWSLETT.
   {[}Anonymous], FORUM.
   {[}Anonymous], VIST P 31 ANN C ATA.
   {[}Anonymous], 2004, FUNDAMENTAL ASPECTS, DOI DOI 10.1075/BTL.47.
   {[}Anonymous], 1991, FUNDAMENTALS COURT I.
   {[}Anonymous], 1994, PROBLEMI TENDENZE NE.
   {[}Anonymous], 2003, TRANS.
   {[}Anonymous], 1996, INTERPRETING, DOI DOI 10.1075/INTP.1.1.05ILG.
   Ballardini E., 1998, INTRALINEA, P1.
   Bartomiejczyk M., 2006, INTERPRETING, V8, P149, DOI DOI 10.1075/INTP.8.2.03BAR.
   Beeby A., 2003, TRIANGULATING TRANSL, P43, DOI DOI 10.1075/BTL.45.06PAC.
   Berk R., 2005, INT J TEACHING LEARN, P17.
   Brady M., 1989, ASPECTS ENGLISH MISC, P141.
   Calvo Encinas E., 2001, EVALUACION DIA UNPUB.
   Cammoun-Claveria R., 2009, MASTER ADV STUDIES I.
   Chang H., 2008, SPECTRUM NCUE STUDIE, V2, P61.
   Chung Hyeyeon, 2007, {[}Interpreting and Translation Studies, 통번역학연구], V10, P105.
   Colina S., 2003, TRANSLATION TEACHING.
   De Groot A. M. B., 2000, TAPPING MAPPING PROC, P53, DOI DOI 10.1075/BTL.37.06GRO.
   De Laet F., 2005, META, P50.
   Dejean Le Feal K, 1998, HDB TRANSLATION, P361.
   Dragsted B, 2009, META, V54, P588, DOI 10.7202/038317ar.
   enkova I., 2010, HDB TRANSLATION STUD, P320.
   Ersozlu E., 2005, TRANSLATION J.
   Gile D., 2009, BASIC CONCEPTS MODEL, DOI {[}DOI 10.1075/BTL.8, 10.1075/btl.8].
   Graves K., 2000, DESIGNING LANGUAGE C.
   GREENAWAY R, 2002, EXPERIENTIAL LEARNIN.
   Her E., 1997, STUDIES TRANSLATION, V2, P111, DOI DOI 10.29786/2FSTI.199710.0008.
   Hong S., 2010, INTERPRETING TRANSLA, V13, P141.
   Hong S., 2012, INTERPRETING TRANSLA, V16, P241.
   Hsu X., 2009, THESIS NATL CHANGHUA.
   Huang Chih-Chieh, 2011, THESIS NATL TAIWAN N.
   Huang W., 2012, THESIS NATL CHANGHUA.
   Jin L., 2010, THESIS U INT BUSINES.
   Kalina S, 1994, BENJAMIN TRANSL LIB, V2, P219.
   Kalina S., 1992, COPEN S TR.
   Kalina S., 2000, INTERPRETERSNEWSLETT, V10, P3.
   Kelly D., 2005, HDB TRANSLATOR TRAIN.
   Kiraly D., 2000, SOCIAL CONSTRUCTIVIS.
   Klein G.A., 1993, COGNITIVE SCI FDN IN, P203, DOI 10.4324/9781315044712-9.
   KURZ I, 1992, COPEN S TR, P245.
   Lai Z., 2010, THESIS NATL TAIWAN N.
   Lamberger-Felber H., 2008, EFFORTS MODELS INTER, P215, DOI {[}10.1075/BTL.80.17LAM, DOI 10.1075/BTL.80.17LAM].
   Lambert S, 2004, META, V49, P294, DOI 10.7202/009352ar.
   Lee J, 2012, META, V57, P694, DOI 10.7202/1017087ar.
   Li XD, 2014, ACROSS LANG CULT, V15, P67, DOI 10.1556/Acr.15.2014.1.4.
   Liu X., 2012, THESIS SHANGHAI INT.
   Lorscher W., 1991, TRANSLATION PERFORMA.
   Lozano Bachioqui E, 2010, 6 FOR EST LENG INT F.
   Machniewski M., 2003, STUDIA ANGLICA POSNA, V39, P263.
   Michael EB, 2001, HUM BRAIN MAPP, V13, P239, DOI 10.1002/hbm.1036.
   Moser-Mercer B., 1994, BRIDGING GAP, P57, DOI 10.1075/btl.3.07mos.
   Neubert A, 2000, BENJAMIN TRANSL LIB, V32, P13.
   Noel P, 2006, THESIS U GENEVA.
   Pochhacker Franz., 2016, INTRO INTERPRETING S, DOI 10.4324/9781315649573.
   QIN Y, 2009, ENGLISH CHINESE SIGH.
   Riccardi A, 2005, META, V50, P753, DOI 10.7202/011016ar.
   Setton Robin., 2007, INTERPRETING, V9, P199, DOI {[}10.1075/intp.9.2.04set, DOI 10.1075/INTP.9.2.04SET].
   Shreve Gregory M., 2010, TRANSLATION COGNITIO, P63, DOI 10.1075/ata.xv.05shr.
   Sofer M., 2008, TRANSLATORS HDB.
   Song S.Z., 2010, INT J INTERPRETER ED, V2, P120.
   Stern H., 1983, FUNDAMENTAL CONCEPTS.
   Tang L., 1996, STUDIES TRANSLATION, V1, P141.
   Tao YL, 2005, PERSPECT STUD TRANSL, V13, P188.
   Tsuruta Chikako, 2012, {[}Interpretation and Translation, 통역과 번역], V14, P165.
   Viezzi M., 1990, ASPECTS APPL EXPT RE, P54.
   Wan H., 2005, THESIS SHANGHAI INT.
   Wang Y., 2006, THESIS GUANGDONG U F.
   Weber W.K., 1990, INTERPRETING YESTERD, P44, DOI DOI 10.1075/ATA.IV.10WEB.
   Zhang Y., 2012, THESIS SHANGHAI INT.},
Number-of-Cited-References = {80},
Times-Cited = {3},
Usage-Count-Last-180-days = {2},
Usage-Count-Since-2013 = {22},
Journal-ISO = {Rev. Esp. Linguist. Apl.},
Doc-Delivery-Number = {CR3BA},
Web-of-Science-Index = {Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)},
Unique-ID = {WOS:000361203900008},
DA = {2023-10-02},
}

@article{ WOS:000652069500006,
Author = {Su, Wenchao and Li, Defeng},
Title = {Exploring the effect of interpreting training: Eye-tracking
   English-Chinese sight interpreting},
Journal = {LINGUA},
Year = {2021},
Volume = {256},
Month = {JUN},
Abstract = {The development of translation and interpreting competence and expertise
   is the outcome of, among other things, sustained formal training and
   deliberate practice. Many studies have attempted to examine the training
   effects on different aspects of cognitive processing and translation
   products, hoping that a good understanding of this issue will inform
   translation curricular innovations. Unfortunately, the results thereof
   have so far been inconsistent, thus hindering related curricular
   efforts. Intending to solve the problem, the present study utilized
   eye-tracking technology to gather empirical evidence to ascertain how
   training and experience affect student interpreters' cognitive load,
   interpreting speed and output quality. To achieve this, beginner and
   advanced interpreting students were invited to perform unrehearsed L1
   and L2 sight interpreting tasks between English and Chinese. The results
   show that the advanced students demonstrated both more efficient
   processing and better output quality than the beginners in the
   processing of entire texts and the problem trigger of low-frequency
   words (LFWs), but not complex noun phrases (CNPs). No greater training
   effect was found for the advanced students than for the beginner
   students in L1 translation, but both more efficient and better output
   were found for the former than for the latter group in the more
   challenging L2 translation. (C) 2021 Elsevier B.V. All rights reserved.},
Publisher = {ELSEVIER},
Address = {RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS},
Type = {Article},
Language = {English},
Affiliation = {Li, DF (Corresponding Author), Univ Macau, Fac Arts \& Humanities, Ctr Studies Translat Interpreting \& Cognit, Macau, Peoples R China.
   Su, Wenchao, Guangdong Univ Foreign Studies, Ctr Linguist \& Appl Linguist, Sch Interpreting \& Translat Studies, Guangzhou, Peoples R China.
   Su, Wenchao, Guangdong Univ Foreign Studies, Ctr Linguist \& Appl Linguist, Bilingual Cognit \& Dev Lab, Guangzhou, Peoples R China.
   Li, Defeng, Univ Macau, Fac Arts \& Humanities, Ctr Studies Translat Interpreting \& Cognit, Macau, Peoples R China.},
DOI = {10.1016/j.lingua.2021.103094},
EarlyAccessDate = {MAY 2021},
Article-Number = {103094},
ISSN = {0024-3841},
EISSN = {1872-6135},
Keywords = {Interpreting training; Cognitive processing; Output quality; Eye
   tracking; Sight interpreting},
Keywords-Plus = {TRANSLATION; MEMORY; LANGUAGE; SKILLS},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics; Language \& Linguistics},
Author-Email = {suwenchao0617@126.com
   defengli@um.edu.mo},
Affiliations = {Guangdong University of Foreign Studies; Guangdong University of Foreign
   Studies; University of Macau},
ResearcherID-Numbers = {Su, Wenchao/HJZ-0403-2023},
ORCID-Numbers = {Su, Wenchao/0000-0002-9851-9753},
Funding-Acknowledgement = {Guangdong Planning Office of Philosophy and Social Sciences
   {[}GD20YWY01, 2020:GD20YWY01]; National Social Science Fund of China
   {[}19BYY126]; Bilingual Cognition and Development Lab, Centre for
   Linguistics and Applied Linguistics, Guangdong University of Foreign
   Studies {[}BCD202003]; Centre for Translation Studies of Guangdong
   University of Foreign Studies},
Funding-Text = {This work was supported by Guangdong Planning Office of Philosophy and
   Social Sciences (grant number GD20YWY01) {[}2020:GD20YWY01], the
   National Social Science Fund of China (grant number 19BYY126) and a
   research grant (No. BCD202003) from the Bilingual Cognition and
   Development Lab, Centre for Linguistics and Applied Linguistics,
   Guangdong University of Foreign Studies. This study is also supported by
   Centre for Translation Studies of Guangdong University of Foreign
   Studies.},
Cited-References = {Anderson J. R., 2015, COGNITIVE PSYCHOL IT.
   {[}Anonymous], 2015, PACKAGE LMERCONVENIE.
   Balling L., 2008, COPENHAGEN STUDIES L, P175.
   Bartlomiejczyk Magdalena., 2010, WHY TRANSLATION STUD, P183, DOI {[}10.1075/btl.88.16bar, DOI 10.1075/BTL.88.16BAR].
   Bates D, 2015, J STAT SOFTW, V67, P1, DOI 10.18637/jss.v067.i01.
   Chieh-Ying Chang V., 2011, COGNITIVE EXPLORATIO, P154.
   Chmiel A., 2013, TRACKS TREKS TRANSLA, V108, P189, DOI 10.1075/btl.108.10chm.
   Chmiel A, 2019, TARGET-NETH, V31, P378, DOI 10.1075/target.18091.chm.
   Christoffels IK, 2006, J MEM LANG, V54, P324, DOI 10.1016/j.jml.2005.12.004.
   Diaz-Galaz S, 2015, INTERPRETING, V17, P1, DOI 10.1075/intp.17.1.01dia.
   Dong YP, 2018, FRONT PSYCHOL, V9, DOI 10.3389/fpsyg.2018.00875.
   Dong YP, 2013, BILING-LANG COGN, V16, P682, DOI 10.1017/S1366728913000102.
   Dottori M, 2020, NEUROIMAGE, V209, DOI 10.1016/j.neuroimage.2020.116519.
   Feng G, 2009, CHILD DEV, V80, P720, DOI 10.1111/j.1467-8624.2009.01293.x.
   Garcia A. M., 2016, REEMBEDDING TRANSLAT, P21.
   Garcia AM, 2020, BILING-LANG COGN, V23, P729, DOI 10.1017/S1366728919000063.
   Garcia AM, 2014, FRONT PSYCHOL, V5, DOI 10.3389/fpsyg.2014.01302.
   Han C, 2018, ASSESS EVAL HIGH EDU, V43, P979, DOI 10.1080/02602938.2018.1424799.
   He Y, 2019, THESIS ELEV, V154, P142, DOI 10.1177/0725513619873465.
   Hervais-Adelman A, 2020, BILING-LANG COGN, V23, P740, DOI 10.1017/S1366728919000324.
   Hvelplund K. T., 2016, REEMBEDDING TRANSLAT, DOI DOI 10.1075/BTL.128.08HVE.
   Hvelplund KT, 2014, MONTI, P201, DOI 10.6035/MonTI.2014.ne1.6.
   Korpal P, 2020, PERSPECT STUD TRANSL, V28, P126, DOI 10.1080/0907676X.2019.1628285.
   Korpal P, 2018, POZ STUD CONTEMP LIN, V54, P335, DOI 10.1515/psicl-2018-0013.
   Kroll JF, 2010, BILING-LANG COGN, V13, P373, DOI 10.1017/S136672891000009X.
   Lee J, 2012, META, V57, P694, DOI 10.7202/1017087ar.
   Lijewska A, 2015, INT J MULTILING, V12, P358, DOI 10.1080/14790718.2014.959961.
   Mead P., 2005, COMMUN COGNITION, V38, P127.
   Neumann S., 2020, ROUTLEDGE HDB TRANSL, P188.
   Pavlovic N., 2010, HERMES J LANGUAGE CO, V44, P63.
   Pochhacker Franz., 2016, INTRO INTERPRETING S, DOI 10.4324/9781315649573.
   Santilli M, 2019, BILING-LANG COGN, V22, P331, DOI 10.1017/S1366728918000378.
   Stachowiak-Szymczak K., 2019, EYE MOVEMENTS GESTUR.
   Su WC, 2020, BABEL-AMSTERDAM, V66, P999, DOI 10.1075.babel.00192.su.
   Su WC, 2019, TRANSL INTERPRET STU, V14, P110, DOI 10.1075/tis.00033.su.
   Su Wenchao, 2020, EYE TRACKING PROCESS, DOI {[}10.1007/978-981-15-5675-3, DOI 10.1007/978-981-15-5675-3].
   Timarova S, 2014, INTERPRETING, V16, P139, DOI 10.1075/intp.16.2.01tim.
   Tzou YZ, 2012, INT J BILINGUAL, V16, P213, DOI 10.1177/1367006911403197.
   Whyatt Boguslawa, 2019, TRANSLATION COGNITIO, V2, P79.
   Zheng B, 2020, BRAIN COGNITION, V143, DOI 10.1016/j.bandc.2020.105584.},
Number-of-Cited-References = {40},
Times-Cited = {2},
Usage-Count-Last-180-days = {9},
Usage-Count-Since-2013 = {56},
Journal-ISO = {Lingua},
Doc-Delivery-Number = {SE4UQ},
Web-of-Science-Index = {Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)},
Unique-ID = {WOS:000652069500006},
DA = {2023-10-02},
}

@article{ WOS:000562182600001,
Author = {Song, Shuxian and Li, Dechao},
Title = {The Predicting Power of Cognitive Fluency for the Development of
   Utterance Fluency in Simultaneous Interpreting},
Journal = {FRONTIERS IN PSYCHOLOGY},
Year = {2020},
Volume = {11},
Month = {AUG 4},
Abstract = {Although simultaneous interpreting (SI) is generally recognized as a
   highly demanding cognitive activity in nature, the role of cognitive
   processes in SI fluency is yet to be determined. While utterance fluency
   refers to the set of objectively determined oral features of utterances,
   cognitive fluency means the speaker's efficient mobilization and
   integration of underlying cognitive processes responsible for utterance
   production. An investigation into the relationship of the two dimensions
   of fluency helps to reveal the cognitive bases of interpreting. This
   study explores the predicting power of cognitive fluency in the
   utterance fluency development of L2 (English)-L1 (Chinese) SI output of
   trainee interpreters. Cognitive fluency was operationalized as measures
   of lexical access, linguistic attention control, and working memory
   capacity. Measures of utterance fluency were obtained through simulated
   SI tasks under conditions of low and high input rates. Twenty-eight
   trainees interpreted two speeches, one with a high input rate and the
   other with a low input rate, at the beginning and end of an SI training
   period of 13 weeks. A bilingual corpus of the participants' SI output
   was built, and indicators of SI utterance fluency were annotated
   systematically. Utterance fluency was indexed by the speech rate, mean
   length of run, phonation time ratio, mean number of silent pauses, and
   mean number of disfluencies. Results of analyses indicated that (1) the
   predicting power of cognitive fluency for SI utterance fluency
   development was only shown under high cognitive load over a training
   period of 13 weeks; (2) predictors for the development of SI utterance
   fluency tended to be the efficiency of cognitive processes involved in
   the target language production stage; and (3) the inclusion of measures
   of working memory capacity significantly increased the predicting power
   of cognitive fluency for SI utterance fluency development. This study
   for the first time provides evidence for the role of cognitive fluency
   in trainee interpreters' SI utterance fluency development, having
   implications for the theoretical framework of cognitive fluency and the
   information processing mechanism in interpreting process, as well as for
   interpreter aptitude tests and interpreting pedagogy.},
Publisher = {FRONTIERS MEDIA SA},
Address = {AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND},
Type = {Article},
Language = {English},
Affiliation = {Song, SX (Corresponding Author), Qufu Normal Univ, Sch Translat Studies, Rizhao, Peoples R China.
   Song, SX (Corresponding Author), Hong Kong Polytech Univ, Dept Chinese \& Bilingual Studies, Kowloon, Hong Kong, Peoples R China.
   Song, Shuxian, Qufu Normal Univ, Sch Translat Studies, Rizhao, Peoples R China.
   Song, Shuxian; Li, Dechao, Hong Kong Polytech Univ, Dept Chinese \& Bilingual Studies, Kowloon, Hong Kong, Peoples R China.},
DOI = {10.3389/fpsyg.2020.01864},
Article-Number = {1864},
ISSN = {1664-1078},
Keywords = {simultaneous interpreting; cognitive fluency; utterance fluency;
   attention control; lexical access; working memory capacity},
Keywords-Plus = {WORKING-MEMORY; INDIVIDUAL-DIFFERENCES; 2ND-LANGUAGE PROFICIENCY;
   PERFORMANCE; AUTOMATIZATION; SUPPRESSION; EXPERIENCE; PAUSES; SWITCH;
   SPEED},
Research-Areas = {Psychology},
Web-of-Science-Categories  = {Psychology, Multidisciplinary},
Author-Email = {emmashuxian@163.com},
Affiliations = {Qufu Normal University; Hong Kong Polytechnic University},
Funding-Acknowledgement = {Research Grants Council of Hong Kong {[}Q76Z]},
Funding-Text = {This work was partially supported by grants from the Research Grants
   Council of Hong Kong (GRF Project Code: Q76Z).},
Cited-References = {Ankerstein CA, 2014, SECOND LANG ACQUIS, V78, P109.
   {[}Anonymous], 2000, INTERPRETERSNEWSLETT.
   {[}Anonymous], 2010, FREQUENCY DICT CONT.
   {[}Anonymous], 2003, INTERPRETERSNEWSLETT.
   {[}Anonymous], 2000, INTERPRETERS NEWSLET.
   {[}Anonymous], 2001, INTERPRETERSNEWSLETT.
   {[}Anonymous], 2009, FREQUENCY DICT MANDA.
   {[}Anonymous], 2007, SIGNO.
   {[}Anonymous], 2007, VARIATION WORKING ME, DOI DOI 10.1093/ACPROF:OSO/9780195168648.003.
   {[}Anonymous], 2003, BILING-LANG COGN.
   Babcock L, 2017, BILING-LANG COGN, V20, P403, DOI 10.1017/S1366728915000735.
   BADDELEY A, 1992, Science (Washington D C), V255, P556, DOI 10.1016/j.cub.2009.12.014.
   Bajo MT, 2000, BENJAMIN TRANSL LIB, V39, P127.
   Bakti M., 2009, CETRA RES SEM TRANSL, P1.
   Becker M, 2016, NEUROIMAGE, V134, P250, DOI 10.1016/j.neuroimage.2016.03.079.
   Bosker HR, 2013, LANG TEST, V30, P159, DOI 10.1177/0265532212455394.
   Cai RD, 2015, INTERPRET TRANSL TRA, V9, P104, DOI 10.1080/1750399X.2015.1016279.
   Chernov G. V., 2004, INFERENCE ANTICIPATI.
   Cowan N., 1999, MODELS WORKING MEMOR, V20, P506, DOI {[}DOI 10.1017/CBO9781139174909.006, 10.1017/CBO9781139174909.006].
   Cowan N., 2005, WORKING MEMORY CAPAC.
   DANEMAN M, 1986, J MEM LANG, V25, P1, DOI 10.1016/0749-596X(86)90018-5.
   DANEMAN M, 1980, J VERB LEARN VERB BE, V19, P450, DOI 10.1016/S0022-5371(80)90312-6.
   DANEMAN M, 1991, J PSYCHOLINGUIST RES, V20, P445, DOI 10.1007/BF01067637.
   De Jong NH, 2013, APPL PSYCHOLINGUIST, V34, P893, DOI 10.1017/S0142716412000069.
   Dong YP, 2018, FRONT PSYCHOL, V9, DOI 10.3389/fpsyg.2018.00875.
   Dong YP, 2017, NEUROPSYCHOLOGIA, V95, P193, DOI 10.1016/j.neuropsychologia.2016.12.007.
   Dong YP, 2016, FRONT PSYCHOL, V7, DOI 10.3389/fpsyg.2016.01297.
   Dong YP, 2014, J COGN PSYCHOL, V26, P506, DOI 10.1080/20445911.2014.924951.
   Field J., 2004, PSYCHOLINGUISTICS KE.
   Gile D, 2009, MONTI, V1, P135.
   Goldman-Eisler F, 1968, PSYCHOLINGUISTICS EX.
   Gosy M, 2007, GOVOR, V24, P91.
   Graesser AC, 2004, BEHAV RES METH INS C, V36, P193, DOI 10.3758/BF03195564.
   Han Chao., 2015, INT J COMP LIT TRANS, DOI {[}10.7575/aiac.ijclts.v.3n.4p.32, DOI 10.7575/AIAC.IJCLTS.V.3N.4P.32].
   Injoque-Ricle I, 2015, ADV COGN PSYCHOL, V11, P56, DOI 10.5709/acp-0171-1.
   Jin X., 2012, FOREIGN LANG TEACH R, V44, P523.
   Jin X., 2011, CONT FOREIGN LANG ST, P36.
   Kormos J., 2006, SPEECH PRODUCTION 2.
   Lennon P., 2000, PERSPECTIVES FLUENCY, P25, DOI DOI 10.1191/0267658302SR201OA.
   Levelt WJM, 1999, BEHAV BRAIN SCI, V22, P1.
   Lim HJ, 2015, APPL PSYCHOLINGUIST, V36, P1247, DOI 10.1017/S0142716414000137.
   Lin YM, 2018, FRONT PSYCHOL, V9, DOI 10.3389/fpsyg.2018.01543.
   Liu M., 2004, INTERPRETING, V6, P19, DOI {[}DOI 10.1075/INTP.6.1.04LIU, 10.1075/intp.6.1.04liu].
   Liu M., 2008, COMPILATION TRANSLAT, V1, P1.
   Macnamara BN, 2016, J APPL RES MEM COGN, V5, P434, DOI 10.1016/j.jarmac.2015.12.001.
   Mead Peter., 2005, INTERPRETERS NEWSLET.
   Meylaerts Reine., 2015, PSYCHOLINGUISTIC COG, P101, DOI {[}10.1075/btl.115.05tim, DOI 10.1075/BTL.115.05TIM].
   Miyake A, 2000, COGNITIVE PSYCHOL, V41, P49, DOI 10.1006/cogp.1999.0734.
   Miyake A, 2001, J EXP PSYCHOL GEN, V130, P163, DOI 10.1037//0096-3445.130.2.163.
   Monsell S, 2003, MEM COGNITION, V31, P327, DOI 10.3758/BF03194391.
   Morales J, 2015, ACTA PSYCHOL, V155, P82, DOI 10.1016/j.actpsy.2014.12.004.
   Pochhacker F., 1997, TRANSLATION INTERCUL, P207.
   Pochhacker Franz., 2016, INTRO INTERPRETING S, DOI 10.4324/9781315649573.
   Psychology Software Tools, 2020, CHRON MULT RESP STIM.
   ROGERS RD, 1995, J EXP PSYCHOL GEN, V124, P207, DOI 10.1037/0096-3445.124.2.207.
   Segalowitz N, 2005, MEM COGNITION, V33, P644, DOI 10.3758/BF03195331.
   Segalowitz N, 2004, STUD SECOND LANG ACQ, V26, P173, DOI 10.1017/S0272263104062023.
   Segalowitz N., 2010, COGNITIVE BASES 2 LA.
   Segalowitz N, 2016, IRAL-INT REV APPL LI, V54, P79, DOI 10.1515/iral-2016-9991.
   SEGALOWITZ NS, 1993, APPL PSYCHOLINGUIST, V14, P369, DOI 10.1017/S0142716400010845.
   Service E, 2002, EUR J COGN PSYCHOL, V14, P383, DOI 10.1080/09541440143000140.
   Setton R, 1999, SIMULTANEOUS INTERPR.
   Shah P, 1996, J EXP PSYCHOL GEN, V125, P4, DOI 10.1037/0096-3445.125.1.4.
   Shreve GM, 2011, BENJAMIN TRANSL LIB, V94, P93.
   Skehan P., 2003, LANG TEACHING, V36, P1, DOI 10.1017/S026144480200188X.
   Snellings P, 2002, LANG LEARN, V52, P723, DOI 10.1111/1467-9922.00202.
   Talmy L., 2008, HDB COGNITIVE LINGUI, P37.
   Tavakoli P., 2005, PLANNING TASK PERFOR, P239, DOI DOI 10.1075/LLLT.11.15TAV.
   Timarova S, 2014, INTERPRETING, V16, P139, DOI 10.1075/intp.16.2.01tim.
   Wang BH, 2015, PERSPECT STUD TRANSL, V23, P124, DOI 10.1080/0907676X.2014.948885.
   Weissheimer J., 2007, THESIS.
   Wittenburg P., 2006, P 5 INT C LANG RES E, P1556.
   Wylie G, 2000, PSYCHOL RES-PSYCH FO, V63, P212, DOI 10.1007/s004269900003.
   Yenkimaleki M, 2017, FORUM-REV INT INTERP, V15, P157, DOI 10.1075/forum.15.1.09yen.},
Number-of-Cited-References = {74},
Times-Cited = {2},
Usage-Count-Last-180-days = {6},
Usage-Count-Since-2013 = {44},
Journal-ISO = {Front. Psychol.},
Doc-Delivery-Number = {ND8WJ},
Web-of-Science-Index = {Social Science Citation Index (SSCI)},
Unique-ID = {WOS:000562182600001},
OA = {Green Published, gold},
DA = {2023-10-02},
}

@article{ WOS:000423430100004,
Author = {Chang, Chia-chien and Wu, Michelle Min-chia},
Title = {From conference venue to classroom: the use of guided conference
   observation to enhance interpreter training},
Journal = {INTERPRETER AND TRANSLATOR TRAINER},
Year = {2017},
Volume = {11},
Number = {4},
Pages = {294-315},
Abstract = {The opportunity to attend real international conferences and observe
   professional interpreters in action has long been regarded as an
   integral part of conference-interpreting training. This study
   investigates the use of a conference-observation form designed by two
   interpreting trainers to make conference attendance more effective and
   relevant for interpreting trainees by guiding them through the
   observation process and leading them to reflect on the observation
   experience. The form was constructed to direct students' attention to
   various interpreting-related aspects of the conferences under study. To
   complete the form, students are required to carry out the following
   tasks. 1. To describe the layout of the conference venue. 2. To select
   three speakers from the agenda, closely observe their delivery style and
   content, and assess the challenges their speeches pose for interpreters.
   3. To listen closely to the interpretations to identify the strategies
   implemented by the interpreters as they try to overcome the
   above-mentioned challenges. 4. To listen solely to an interpreter (i.e.
   not the corresponding speaker) for a self-designated period, and imagine
   the experience of a conference attendee who relies solely on
   interpretation to follow what is said during the conference. 5. To
   reflect on what they have learned from their observations, and how the
   experience has affected their approach to the acquisition of
   interpreting skills. We collected 50 reports on 20 conferences from 17
   interpreting students. The conferences took place at different venues
   and covered a wide range of topics. The conference-observation form was
   found to be effective in facilitating extensive and in-depth observation
   and reflection. The results of the study also show that attending actual
   conferences provides conference-interpreting students with authentic
   insights into the use of interpreting skills in the real world.},
Publisher = {ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD},
Address = {2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND},
Type = {Article},
Language = {English},
Affiliation = {Chang, CC (Corresponding Author), Natl Taiwan Univ, Dept Foreign Languages \& Literatures, Taipei, Taiwan.
   Chang, Chia-chien; Wu, Michelle Min-chia, Natl Taiwan Univ, Dept Foreign Languages \& Literatures, Taipei, Taiwan.},
DOI = {10.1080/1750399X.2017.1359759},
ISSN = {1750-399X},
EISSN = {1757-0417},
Keywords = {Conference interpreting; interpreter training; conference observation},
Keywords-Plus = {QUALITY},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics; Language \& Linguistics},
Author-Email = {chiachienchang@ntu.edu.tw},
Affiliations = {National Taiwan University},
ResearcherID-Numbers = {Wu, Michelle/GRJ-2091-2022
   },
ORCID-Numbers = {CHANG, CHIA-CHIEN/0000-0001-9543-268X
   Wu, Michelle Min-chia/0000-0002-8177-1768},
Funding-Acknowledgement = {Ministry of Science and Technology of the Republic of China
   {[}101-2410-H-002-161-]},
Funding-Text = {This work was supported by the Ministry of Science and Technology of the
   Republic of China under Grant number {[}101-2410-H-002-161-]},
Cited-References = {Albl-Mikasa M., 2012, DOLMETSCHQUALITAT PR, P59.
   {[}Anonymous], 2010, INTERPRETERSNEWSLETT.
   {[}Anonymous], 1997, INTERPRETING.
   {[}Anonymous], 1997, TRANSLATOR.
   Collins A., 1989, KNOWING LEARNING INS, P453, DOI DOI 10.4324/9781315044408-14.
   Collins A., 1991, AM EDUC, V15, P6, DOI DOI 10.1007/S10833-009-9107-0.
   Collins A, 2006, CAMB HANDB PSYCHOL, P47.
   Diriker E., 2011, I U CEVIRIBILIM DERG, V2.
   Donovan C., 2006, FUT C INT TRAIN TECH.
   Gile D., 2009, BASIC CONCEPTS MODEL, DOI {[}DOI 10.1075/BTL.8, 10.1075/btl.8].
   Kachru B. B., 1989, INDIAN J APPL LINGUI, V15, P85.
   Kalina S, 2005, META, V50, P768, DOI 10.7202/011017ar.
   Kalina S., 2007, KALBOTYRA, V57, P111, DOI 10.15388/Klbt.2007.7564.
   Kalina S., 2000, INTERPRETERSNEWSLETT, V10, P3.
   Klein G.A., 1993, COGNITIVE SCI FDN IN, P203, DOI 10.4324/9781315044712-9.
   Kurz I, 2001, META, V46, P394, DOI 10.7202/003364ar.
   Lave Jane., 1991, SITUATED LEARNING LE.
   Pochhacker Franz., 2016, INTRO INTERPRETING S, DOI 10.4324/9781315649573.
   Sawyer David, 2004, FUNDAMENTAL ASPECTS.
   THIERY Christopher, 1990, INTERPRETING YESTERD, P40.
   Wenger E., 1998, COMMUNITIES PRACTICE.},
Number-of-Cited-References = {21},
Times-Cited = {2},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {19},
Journal-ISO = {Interpret. Transl. Train.},
Doc-Delivery-Number = {FT8VA},
Web-of-Science-Index = {Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)},
Unique-ID = {WOS:000423430100004},
DA = {2023-10-02},
}

@article{ WOS:000937577400001,
Author = {Cai, Rendong and Lin, Jiexuan and Dong, Yanping},
Title = {Psychological factors and interpreting competence in interpreting
   students: a developmental study},
Journal = {INTERPRETER AND TRANSLATOR TRAINER},
Year = {2023},
Volume = {17},
Number = {2},
Pages = {246-263},
Month = {APR 3},
Abstract = {Psychological factors may play an important role in interpreting
   performance and its development during training; meanwhile, the
   development of interpreting competence may influence psychological
   factors reactively. We conducted two studies to assess the bidirectional
   relationship between three psychological factors (self-efficacy,
   motivation, and anxiety) and interpreting performance in interpreting
   students. Study 1 was a longitudinal study, assessing 51 undergraduate
   students of interpreting twice, at the beginning (Time 1) and end (Time
   2) of their first training year. Study 2 collected data from 40 Master's
   students of interpreting to enable a cross-sectional comparison with
   Study 1. The correlation analyses and hierarchical regression analyses
   showed that in Study 1, learning motivation and self-efficacy decreased
   whereas anxiety remained relatively stable; interpreting-specific
   anxiety was negatively correlated with concurrent interpreting
   performance at both times; motivation at Time 1 significantly
   contributed to the development of interpreting competence. When the two
   studies were compared, Master's students had higher learning motivation
   and self-efficacy but lower anxiety than undergraduate students (at both
   times). The findings illustrated the differential development of
   psychological factors and their relations to interpreting competence.
   The results have implications for research in interpreting competence
   and interpreting training.},
Publisher = {ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD},
Address = {2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND},
Type = {Article},
Language = {English},
Affiliation = {Dong, YP (Corresponding Author), Zhejiang Univ, Sch Int Studies, Language Proc \& Dev Lab, Hangzhou, Peoples R China.
   Cai, Rendong; Lin, Jiexuan, Guangdong Univ Foreign Studies, Ctr Linguist \& Appl Linguist, Bilingual Cognit \& Dev Lab, Guangzhou, Peoples R China.
   Dong, Yanping, Zhejiang Univ, Sch Int Studies, Language Proc \& Dev Lab, Hangzhou, Peoples R China.},
DOI = {10.1080/1750399X.2023.2182590},
EarlyAccessDate = {FEB 2023},
ISSN = {1750-399X},
EISSN = {1757-0417},
Keywords = {psychological factors; interpreting training; learning motivation;
   self-efficacy; interpreting anxiety},
Keywords-Plus = {GENERAL SELF-EFFICACY; PERFORMANCE; MOTIVATION; ANXIETY; VARIABLES;
   APTITUDE; BELIEFS; SKILLS},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics; Language \& Linguistics},
Author-Email = {ypdong@zju.edu.cn},
Affiliations = {Guangdong University of Foreign Studies; Zhejiang University},
ResearcherID-Numbers = {Lin, JieXuan/JFK-9435-2023},
Funding-Acknowledgement = {National Social Science Fund of China {[}22BYY077]},
Funding-Text = {This work was supported by the Chinese National Funding of Social
   Sciences {[}22BYY077].},
Cited-References = {Allison P., 1999, MULTIPLE REGRESSION.
   BANDURA A, 1977, PSYCHOL REV, V84, P191, DOI 10.1037/0033-295X.84.2.191.
   Bandura A., 1977, SOCIAL LEARNING THEO.
   Bontempo K, 2011, INTERPRETING, V13, P85, DOI 10.1075/intp.13.1.06bon.
   BRISAU A, 1994, META, V39, P87, DOI 10.7202/002147ar.
   Cai R., 2017, FOREIGN LANGUAGE WOR, V6, P45.
   Cai RD, 2015, INTERPRET TRANSL TRA, V9, P104, DOI 10.1080/1750399X.2015.1016279.
   Chartier IS, 2011, ANXIETY STRESS COPIN, V24, P43, DOI 10.1080/10615801003725360.
   Christoffels IK, 2006, J MEM LANG, V54, P324, DOI 10.1016/j.jml.2005.12.004.
   Cohen J., 2013, STAT POWER ANAL BEHA.
   Dalton, 2011, COMPARISON 2 APPROAC, V41.
   Derakshan N, 2009, PSYCHON B REV, V16, P1112, DOI 10.3758/PBR.16.6.1112.
   Dong Y., 2019, HDB NEUROSCIENCE MUL, P685, DOI DOI 10.1002/9781119387725.CH33.
   Dong Y., 2013, FOREIGN LANGUAGE WOR, V2013, P57.
   Dong YP, 2018, TRANSL INTERPRET STU, V13, P185, DOI 10.1075/tis.00011.don.
   Elkhafaifi H, 2005, MOD LANG J, V89, P206, DOI 10.1111/j.1540-4781.2005.00275.x.
   Gerver D., 1971, SIMULTANEOUS CONSECU.
   Gile D., 1997, INTERPRETING STUDIES, P162.
   Gile D, 2009, MONTI, V1, P135.
   Han C, 2021, INTERPRETING, V23, P245, DOI 10.1075/intp.00058.han.
   Han C, 2022, LANG TEST, V39, P30, DOI 10.1177/02655322211036100.
   Jimenez Ivars A., 2001, INTERPRETERSNEWSLETT, V9, P105.
   Ivars AJ, 2014, INTERPRET TRANSL TRA, V8, P167, DOI 10.1080/1750399X.2014.908552.
   Johnson K., 2001, INTRO FOREIGN LANGUA.
   Korpal P, 2022, ROU HBK TRANSL INTER, P401, DOI 10.4324/9780429297878-36.
   Korpal P, 2016, POZ STUD CONTEMP LIN, V52, P297, DOI 10.1515/psicl-2016-0011.
   Lee SB, 2018, INTERPRET TRANSL TRA, V12, P166, DOI 10.1080/1750399X.2017.1359763.
   Luszczynska A, 2005, J PSYCHOL, V139, P439, DOI 10.3200/JRLP.139.5.439-457.
   Major B., 2000, ENCY PSYCHOL SET.
   Mellinger C. D., 2022, TRANSLATION COGNITIO, V5, P1, DOI {[}10.1075/tcb.00061.mel, DOI 10.1075/TCB.00061.MEL].
   Mellinger CD, 2020, LING ANTVERP NEW SER, V19, P172.
   Mellinger CD, 2019, INTERPRETING, V21, P165, DOI 10.1075/intp.00026.mel.
   Moser-Mercer B, 2008, INTERPRET TRANSL TRA, V2, P1.
   Piniel K, 2013, STUD SECOND LANG LE, V3, P523, DOI 10.14746/ssllt.2013.3.4.5.
   Quirmbach LM, 2009, J AUTISM DEV DISORD, V39, P299, DOI 10.1007/s10803-008-0628-9.
   Riccardi A., 1998, INTERPRETERSNEWSLETT, V8, P93.
   Rosiers A, 2011, INTERPRETING, V13, P53, DOI 10.1075/intp.13.1.04ros.
   Ryan RM, 2000, CONTEMP EDUC PSYCHOL, V25, P54, DOI 10.1006/ceps.1999.1020.
   Scholz U, 2002, EUR J PSYCHOL ASSESS, V18, P242, DOI 10.1027//1015-5759.18.3.242.
   Schunk DH, 2008, MOTIVATION ED THEORY, V3rd.
   Schwarzer R, 1997, APPL PSYCHOL-INT REV, V46, P69, DOI 10.1111/j.1464-0597.1997.tb01096.x.
   Shaw S, 2011, INTERPRETING, V13, P70, DOI 10.1075/intp.13.1.05sha.
   Spielberger C., 1983, MANUAL STATE TRAIT A.
   Tierney P, 2011, J APPL PSYCHOL, V96, P277, DOI 10.1037/a0020952.
   Timarova S, 2008, INTERPRET TRANSL TRA, V2, P29, DOI 10.1080/1750399X.2008.10798765.
   Timarova S, 2011, INTERPRETING, V13, P31, DOI 10.1075/intp.13.1.03tim.
   Wigfield A, 1997, EDUC PSYCHOL-US, V32, P59, DOI 10.1207/s15326985ep3202\_1.
   Williams S., 1995, TRANSLATOR, V1, P47, DOI {[}DOI 10.1080/13556509.1995.10798949, 10.1080/13556509.1995.10798949].
   Woodrow L, 2006, RELC J, V37, P308, DOI 10.1177/0033688206071315.
   Wu ZW, 2016, TRANSL INTERPRET, V8, P13, DOI 10.12807/ti.108202.2016.a02.
   ZHANG JX, 1995, PSYCHOLOGIA, V38, P174.},
Number-of-Cited-References = {51},
Times-Cited = {1},
Usage-Count-Last-180-days = {22},
Usage-Count-Since-2013 = {24},
Journal-ISO = {Interpret. Transl. Train.},
Doc-Delivery-Number = {H2WC5},
Web-of-Science-Index = {Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)},
Unique-ID = {WOS:000937577400001},
DA = {2023-10-02},
}

@article{ WOS:000853189700001,
Author = {Slowik, Olga},
Title = {Becoming a Czech literature translator in Poland: the role of trust},
Journal = {PERSPECTIVES-STUDIES IN TRANSLATION THEORY AND PRACTICE},
Year = {2022},
Month = {2022 SEP 10},
Abstract = {This study examines the situation of emerging Polish translators of
   Czech literature who debuted between 1975 and 2017. In this context, it
   explores the notion of trust. Focusing on the early stages of these
   translators' careers, I trace how trust in their skills was built at the
   interpersonal, institutional and cultural (regime-enacted) levels. To
   this end, I present the results of 19 semi-structured interviews with -
   or personalised surveys completed by - Polish translators of Czech
   literature. What emerges consistently over this period is the
   significance of interpersonal trust. Nevertheless, this type of trust
   had to be reinforced by the respondents' professional skills. As such,
   interpersonal trust went together with certain aspects of regime-enacted
   trust. When applying for official roles in the 1970s and 1980s and into
   the 2000s, the respondents had to prove their experience in
   editing/proofreading or translating. In the last decade the focus has
   been on translation/interpreting skills and institutional affiliation.
   This change reflects the ongoing professionalisation of publishing
   industry roles. In the case of poetry translation, trust is also based
   on another regime-endorsed attribute: the ability to write poems oneself
   .},
Publisher = {ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD},
Address = {2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND},
Type = {Article; Early Access},
Language = {English},
Affiliation = {Slowik, O (Corresponding Author), Czech Acad Sci, Inst Czech Literature, Prague, Czech Republic.
   Slowik, Olga, Czech Acad Sci, Inst Czech Literature, Prague, Czech Republic.},
DOI = {10.1080/0907676X.2022.2119875},
EarlyAccessDate = {SEP 2022},
ISSN = {0907-676X},
EISSN = {1747-6623},
Keywords = {Literary translation; trust; sociology of translation; Polish
   translators; Czech-to-Polish translation},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics; Language \& Linguistics},
Author-Email = {slowik@ucl.cas.cz},
Affiliations = {Czech Academy of Sciences; Institute of Czech Literature of the Czech
   Academy of Sciences},
Funding-Acknowledgement = {Czech Science Foundation {[}GJ20-02773Y,
   CZ.02.2.69/0.0/0.0/18\_054/0014701]; EU},
Funding-Text = {This research was funded by the Czech Science Foundation, grant no.
   GJ20-02773Y. This text was proofread within the project
   CZ.02.2.69/0.0/0.0/18\_054/0014701, co-funded by the EU.},
Cited-References = {Alvstad C, 2021, PERSPECT STUD TRANSL, V29, P799, DOI 10.1080/0907676X.2020.1839521.
   {[}Anonymous], 2018, ROCZNIK KULTURY POLS.
   {[}Anonymous], 1996, TRANSLATION POWER SU.
   Bakula B., 2004, ESK POLSK SAMIZDATOV, P7.
   Bielec D, 2008, SPRAWY CZESKIE POLSK.
   Blaejowska J., 2010, PAPIEROWA REWOLUCJA.
   Blakesley J, 2016, TRANSL LIT, V25, P10, DOI 10.3366/tal.2016.0235.
   CHESTERMAN Andrew, 2009, HERMES J LANGUAGE CO, V42, P13, DOI DOI 10.7146/HJLCB.V22I42.96844.
   GOSZCZYNSKA Joanna, 2020, CESKA LIT POLSKYCH P.
   Heilbron Johan., 1999, EUR J SOC THEORY, V2, P429, DOI {[}10.1177/136843199002004002, DOI 10.1177/136843199002004002].
   Hierowski Z., 1966, LIT CZESKA SLOWACKA.
   Jamroz M., 1997, LIT PIEKNA CZESKA SL.
   Khalifa A.W., 2014, TRANSLATORS HAVE THE.
   Kowalczyk J.R., 2019, CULTURE PL 0114.
   Kvirikashvili A, 2022, PERSPECT STUD TRANSL, V30, P776, DOI 10.1080/0907676X.2022.2027475.
   Marecki P., 2015, PRZEGL D KULTUROZNAW, V2, P108.
   Nawrocki W., 1983, CZESKA S OWACKA LIT.
   Olaszek J., 2016, 2 OBIEG PRL TLE SAMI, P15.
   Parfianowicz-Vertun Weronika, 2016, EUROPA SRODKOWA TEKS.
   Pieta H, 2016, TRANSLATOR, V22, P354, DOI 10.1080/13556509.2016.1163812.
   Popa Ioana., 2010, TRADUIRE CONTRAINTES.
   Pym A., 2009, HERMES-PARIS, V22, P23.
   Pym Anthony, 1998, METHOD TRANSLATION H.
   Rizzi Andrea, 2019, WHAT IS TRANSLATION.
   Roig-Sanz D, 2018, NEW COMPARISON WORLD, P1, DOI 10.1007/978-3-319-78114-3\_1.
   Sapiro Gisele, 2016, J WORLD LIT, V1, P81.
   Schwartz C., 2017, J WORLD LIT, V2, P488, DOI {[}https://doi.org/10.1163/24056480-00204006, DOI 10.1163/24056480-00204006].
   Schwartz C, 2018, PERSPECT STUD TRANSL, V26, P526, DOI 10.1080/0907676X.2018.1439979.
   Schwartz Cecilia., 2019, SOCIOLOGIES POETRY T, P173, DOI {[}10.5040/9781350043282.ch-009, DOI 10.5040/9781350043282.CH-009].
   Siekierski S., 1992, PI MIENNICTWO SYSTEM, V2, P285.
   Spirk, 2014, CENSORSHIP INDIRECT.
   Steiner P, 2008, POETICS TODAY, V29, P613, DOI 10.1215/03335372-079.
   Stogrova J., 2010, CESKO POLSKA LIT SAM.
   Tobera M., 2010, PRZEGL D BIBLIOTECZN, V3, P285.
   Venuti L., 2008, TRANSLATORS INVISIBI, Vsecond.
   Vimr O, 2022, PERSPECT STUD TRANSL, V30, P828, DOI 10.1080/0907676X.2022.2030373.
   VIMR Ondrej, 2014, HIST PREKLADATELE CE.
   Wachtel B. A., 2006, REMAINING RELEVANT C.},
Number-of-Cited-References = {38},
Times-Cited = {1},
Usage-Count-Last-180-days = {1},
Usage-Count-Since-2013 = {4},
Journal-ISO = {Perspect.-Stud. Transl.},
Doc-Delivery-Number = {4M2XO},
Web-of-Science-Index = {Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)},
Unique-ID = {WOS:000853189700001},
DA = {2023-10-02},
}

@article{ WOS:000623538600005,
Author = {Huh, Jiun},
Title = {Market demand for conference interpreting in South Korea: Sifting
   through the signals},
Journal = {TRANSLATION \& INTERPRETING-THE INTERNATIONAL JOURNAL OF TRANSLATION AND
   INTERPRETING},
Year = {2021},
Volume = {13},
Number = {1},
Pages = {71-100},
Abstract = {This paper explores the market demand for conference interpreting in
   South Korea by examining the signals that users perceive as important
   for professional conference interpreting services. The findings are
   based on a questionnaire-based survey of 109 participants who have
   experience using conference interpreting services. The results indicate
   that quality of interpreting, domain-specific interpreting experience,
   and certification of interpreting competence are important signals,
   suggesting that users are aware of the importance of quality. However,
   academic degrees in interpreting are found to have relatively weaker
   signaling power, suggesting the presence of information
   asymmetry-meaning users have less information about interpreters'
   qualifications than suppliers do. The findings are discussed in relation
   to users' price perceptions. The paper also addresses the service aspect
   of conference interpreting, shedding light on the ``interpreting as a
   service{''} approach, based on an end-to-end service concept in both
   training and practice. The findings suggest future directions both in
   terms of market development and interpreter training.},
Publisher = {UNIV WESTERN SYDNEY, INTERPRETING \& TRANSLATION RESEARCH GROUP},
Address = {LOCKED BAG 1797, PENRITH SOUTH DC, NSW 1797, AUSTRALIA},
Type = {Article},
Language = {English},
Affiliation = {Huh, J (Corresponding Author), Ewha Womans Univ, Seoul, South Korea.
   Huh, Jiun, Ewha Womans Univ, Seoul, South Korea.},
DOI = {10.12807/ti.113201.2021.a05},
ISSN = {1836-9324},
Keywords = {market demand; signaling; signals; conference interpreting; interpreting
   quality; certification},
Keywords-Plus = {REFERENCE PRICE; SERVICES; QUALITY},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics},
Author-Email = {huhjiun@ewha.ac.kr},
Affiliations = {Ewha Womans University},
ORCID-Numbers = {Huh, Jiun/0000-0002-0458-4299},
Funding-Acknowledgement = {Ewha Womans University},
Funding-Text = {This work was supported by the Ewha Womans University Research Grant of
   2018.},
Cited-References = {{[}Anonymous], 2011, OXFORD HDB TRANSLATI.
   {[}Anonymous], 2013, THESIS.
   {[}Anonymous], MULTILINGUA.
   Bansal H.S., 2000, J SERV RES-US, V3, P166, DOI {[}10.1177/109467050032005, DOI 10.1177/109467050032005].
   BERRY LL, 1980, BUSINESS, V30, P24.
   Biswas A, 1999, J PUBLIC POLICY MARK, V18, P52, DOI 10.1177/074391569901800107.
   Chan ALJ, 2009, TRANSL INTERPRET STU, V4, P155, DOI 10.1075/tis.4.2.06cha.
   Cho J, 2017, MULTILING EDUC, V23, P1, DOI 10.1007/978-3-319-59018-9.
   Dagger TS, 2007, J SERV RES-US, V10, P22, DOI 10.1177/1094670507303010.
   Dam HV, 2013, INTERPRETING, V15, P229, DOI 10.1075/intp.15.2.04dam.
   Ding M, 2010, J RETAILING, V86, P69, DOI 10.1016/j.jretai.2010.01.002.
   du Tertre C, 1999, SERV IND J, V19, P18.
   Duflou V., 2016, BE COM ING C INTERPR.
   Eser O., 2020, UNDERSTANDING COMMUN.
   Freberg K, 2011, PUBLIC RELAT REV, V37, P90, DOI 10.1016/j.pubrev.2010.11.001.
   Hirschman, 1980, ADV CONSUM RES, V7, P7.
   Huh J., 2016, TONGYOKKWA PONYOK, V18, P153.
   Jewell J., 2014, Veterinary Nursing Journal, V29, P365, DOI 10.1111/vnj.12193.
   Ji Eun Jeong, 2017, {[}Health and Social Welfare Review, 보건사회연구], V37, P73, DOI 10.15709/hswr.2017.37.3.73.
   Jones R., 2002, C INTERPRETING EXPLA.
   KAHNEMAN D, 1979, ECONOMETRICA, V47, P263, DOI 10.2307/1914185.
   Kalina S, 2005, META, V50, P768, DOI 10.7202/011017ar.
   Kim H. A., 2019, MONITUDEI 0421.
   Kim J. Y., 2019, INGUGUJO PYONHWAE TT.
   Kopalle PK, 2003, J RETAILING, V79, P225, DOI 10.1016/j.jretai.2003.09.002.
   Kopczynski A, 1994, BRIDGING GAP EMPIRIC, P87.
   Kurz Ingrid, 1993, INTERPRETERSNEWSLETT, V5, P13.
   Kwak J. C., 2004, TONGBONYOKHAGYONGU, V8, P1.
   LAMBERT ZV, 1972, J MARKETING RES, V9, P35, DOI 10.2307/3149603.
   Lee H. I., 2014, SOBISU KOGAEGUI SIMN.
   Lin O. C., 2015, TRANSLATION CROSS CU, P369.
   Lovelock C, 2004, J SERV RES-US, V7, P20, DOI 10.1177/1094670504266131.
   MARRONE Stefano, 1993, INTERPRETERS NEWSLET, V5, P35.
   Mazumdar T, 2000, J MARKETING RES, V37, P246, DOI 10.1509/jmkr.37.2.246.18727.
   Mikkelson H., 2009, AIIC 1214.
   MONROE KB, 1973, J MARKETING RES, V10, P70, DOI 10.2307/3149411.
   Moser P., 1996, INTERPRETING, VI, P145, DOI DOI 10.1075/INTP.1.2.01MOS.
   Na S, 2020, EUR SPORT MANAG Q, V20, P88, DOI 10.1080/16184742.2019.1662465.
   Orzan G, 2016, ECON COMPUT ECON CYB, V50, P141.
   Park H., 2010, CHUGANDONGA 0726.
   Park J., 2016, PONYOKHAGYONGU, V17, P127.
   Park S. W., 2019, KYONGHYANGSINMU 0322.
   Perez-Gonzalez L, 2012, TRANSLATOR, V18, P149, DOI 10.1080/13556509.2012.10799506.
   Porter MC, 2015, J COMMUN MANAG, V19, P270, DOI 10.1108/JCOM-07-2014-0041.
   Pym A, 2016, J SPEC TRANSL, P33.
   RAO AR, 1988, J CONSUM RES, V15, P253, DOI 10.1086/209162.
   Ryu K, 2012, INT J CONTEMP HOSP M, V24, P200, DOI 10.1108/09596111211206141.
   Setton Robin, 2010, HDB TRANSLATION STUD, P66.
   SHOSTACK GL, 1977, J MARKETING, V41, P73, DOI 10.2307/1250637.
   SPENCE M, 1973, Q J ECON, V87, P355, DOI 10.2307/1882010.
   STIGLITZ JE, 1987, J ECON LIT, V25, P1.
   TVERSKY A, 1974, SCIENCE, V185, P1124, DOI 10.1126/science.185.4157.1124.
   Viaggio S., 2016, AIIC.
   Witter-Merithew A., 2004, J INTERPRETATION, P19.
   ZEITHAML VA, 1985, J MARKETING, V49, P33, DOI 10.2307/1251563.},
Number-of-Cited-References = {55},
Times-Cited = {1},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {3},
Journal-ISO = {Transl. Interpret.},
Doc-Delivery-Number = {QP0OZ},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:000623538600005},
OA = {gold},
DA = {2023-10-02},
}

@article{ WOS:000731148000001,
Author = {Yenkimaleki, Mahmood},
Title = {Prosody training benefits in perception vs. production skills in
   simultaneous interpreting: An experimental study},
Journal = {DUTCH JOURNAL OF APPLIED LINGUISTICS},
Year = {2021},
Volume = {10},
Abstract = {The present study investigates the prosody training benefits for
   interpreter trainees in perception vs. production skills in simultaneous
   interpreting. Two groups of student interpreters were formed.
   Participants were assigned to groups at random. The control group
   received routine instruction in interpreting skills. The experimental
   group spent 20 minutes less time per session on the routine curriculum
   and instead received awareness training on prosodic features of English.
   The total instruction time was the same for the students in two groups,
   i.e., 15 hours. Students then took a posttest in interpretation skills.
   The results showed that the experimental group performed better than the
   control group in simultaneous interpretation performance. Moreover, the
   study revealed that prosody training enhances the students' perception
   skills more than that of the production skills. These results have
   pedagogical implications for curriculum designers, interpreter training
   programs, and all who are involved in language study and pedagogy.},
Publisher = {openjournals.nl},
Address = {openjournals.nl, openjournals.nl, NETHERLANDS},
Type = {Article},
Language = {English},
Affiliation = {Yenkimaleki, M (Corresponding Author), Bu Ali Sina Univ, Nahavand Higher Educ Complex, Hamadan, Hamadan, Iran.
   Yenkimaleki, Mahmood, Bu Ali Sina Univ, Nahavand Higher Educ Complex, Hamadan, Hamadan, Iran.},
DOI = {10.51751/dujal9888},
ISSN = {2211-7245},
EISSN = {2211-7253},
Keywords = {prosody; simultaneous interpretation; interpreter trainees; training
   program},
Keywords-Plus = {INTELLIGIBILITY; TRAINEES; LANGUAGE; JUDGMENTS; LEARNERS; MEMORY},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics},
Author-Email = {myenkimaleki@gmail.com},
Affiliations = {Bu Ali Sina University},
ResearcherID-Numbers = {Yenkimaleki, Mahmood/AAO-3985-2020},
ORCID-Numbers = {Yenkimaleki, Mahmood/0000-0002-8712-9004},
Cited-References = {ANDERSONHSIEH J, 1992, LANG LEARN, V42, P529, DOI 10.1111/j.1467-1770.1992.tb01043.x.
   {[}Anonymous], 1996, HIL PUBLICATIONS 1.
   {[}Anonymous], BASIC CONCEPTS MODEL, DOI DOI 10.1075/BTL.8.
   BIALYSTOK E, 1978, LANG LEARN, V28, P69, DOI 10.1111/j.1467-1770.1978.tb00305.x.
   Brewer W.F., 1974, COGNITION SYMBOLIC P, P1.
   Chen Zhongmei, 2010, J LANGUAGE TEACHING, V1, P714.
   Cutler A, 1997, LANG SPEECH, V40, P141, DOI 10.1177/002383099704000203.
   Cutler A., 2012, NATIVE LISTENING LAN.
   DAWSON ME, 1987, COGNITIVE PROCESS, P27.
   Derwing TM, 2012, TESL CAN J, V30, P22.
   Detey S., 2015, P 18 INT C PHON SCI.
   Field J, 2005, TESOL QUART, V39, P399, DOI 10.2307/3588487.
   Golestani N, 2007, CEREB CORTEX, V17, P929, DOI 10.1093/cercor/bhl003.
   Gordon J., 2013, P 4 PRON 2 LANG LEAR, P194.
   Hahn LD, 2004, TESOL QUART, V38, P201, DOI 10.2307/3588378.
   Hu M., 2010, COMP LITERATURE, V12, P137, DOI {[}10.1080/25723618.2010.12015378, DOI 10.1080/25723618.2010.12015378].
   Iverson P, 2005, J ACOUST SOC AM, V118, P3267, DOI 10.1121/1.2062307.
   Jackson CN, 2011, UNTERRICHTSPRAXIS, V44, P1, DOI 10.1111/j.1756-1221.2011.00087.x.
   Johnson-Laird PN, 2001, TRENDS COGN SCI, V5, P434, DOI 10.1016/S1364-6613(00)01751-4.
   Kang O, 2010, MOD LANG J, V94, P554, DOI 10.1111/j.1540-4781.2010.01091.x.
   LEWIS MW, 1985, COGNITIVE PSYCHOL, V17, P26, DOI 10.1016/0010-0285(85)90003-9.
   Linebaugh G, 2013, AUST REV APPL LINGUI, V36, P146, DOI 10.1075/aral.36.2.02lin.
   Linebaugh G, 2015, J ACAD LANG LEARN, V9, pA1.
   Lv QX, 2019, PERSPECT STUD TRANSL, V27, P91, DOI 10.1080/0907676X.2018.1498531.
   Munro MJ, 2008, LANG LEARN, V58, P479, DOI 10.1111/j.1467-9922.2008.00448.x.
   Nooteboom S.G., HDB PHONETIC SCI, P640.
   O'Neal G., 2010, EFFECTS PRESENCE ABS.
   Okuno T, 2016, LANG LEARN TECHNOL, V20, P61.
   Pennington MC, 2000, MOD LANG J, V84, P372, DOI 10.1111/0026-7902.00075.
   Qian MM, 2018, LANG LEARN TECHNOL, V22, P69.
   RUTHERFORD WE, 1985, APPL LINGUIST, V6, P274, DOI 10.1093/applin/6.3.274.
   Saito Y, 2017, LANG TEACH RES, V21, P589, DOI 10.1177/1362168816643111.
   Sawyer B., 2004, FUNDAMENTAL ASPECTS.
   Schmidt R., 2010, P CLASIC 2010 SING D, P721, DOI DOI 10.1515/9781614510932.27.
   van Heuven V. J., 2017, NEDERLANDSE TAALKUND, V22, P3, DOI DOI 10.5117/NEDTAA2017.1.HEUV.
   van Heuven V. J., 1994, EXPT STUDIES INDONES, P1.
   Van Heuven VJ, 2008, INT J HUMANIT ARTS C, V2, P39, DOI 10.3366/E1753854809000305.
   Walden M., 2014, THESIS SYRACUSE U.
   Whalley K, 2006, J RES READ, V29, P288, DOI 10.1111/j.1467-9817.2006.00309.x.
   Yenkimaleki M., 2016, INT J ENGLISH LANGUA, V3, P79.
   Yenkimaleki M., 2017, EFFECT PROSODY AWARE.
   Yenkimaleki M., 2016, J ED HUMAN DEV, V5, P256, DOI {[}10.15640/jehd.v5n1a26, DOI 10.15640/JEHD.V5N1A26].
   Yenkimaleki M., 2018, INT J ENGLISH LANGUA, V6, P11.
   Yenkimaleki M., 2017, INT J ENGLISH LANGUA, P14.
   Yenkimaleki M., 2016, BR J ENGLISH LING, V4, P11.
   Yenkimaleki M, 2023, INTERACT LEARN ENVIR, V31, P451, DOI 10.1080/10494820.2020.1789673.
   Yenkimaleki M, 2019, DUTCH J APPL LINGUIS, V8, P291, DOI 10.1075/dujal.17023.yen.
   Yenkimaleki M, 2019, ACROSS LANG CULT, V20, P117, DOI 10.1556/084.2019.20.1.6.
   Yenkimaleki M, 2019, SPEECH COMMUN, V107, P48, DOI 10.1016/j.specom.2019.01.006.
   Yenkimaleki M, 2017, FORUM-REV INT INTERP, V15, P157, DOI 10.1075/forum.15.1.09yen.},
Number-of-Cited-References = {50},
Times-Cited = {1},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {6},
Journal-ISO = {Dutch J. Appl. Linguist.},
Doc-Delivery-Number = {XP8ZL},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:000731148000001},
OA = {Green Submitted, gold},
DA = {2023-10-02},
}

@article{ WOS:000605935100007,
Author = {Vigier-Moreno, Francisco J.},
Title = {LET'S STRIKE A DEAL! MEETING THE CHALLENGE OF UNDERGRADUATE BUSINESS
   INTERPRETER TRAINING},
Journal = {CURRENT TRENDS IN TRANSLATION TEACHING AND LEARNING E},
Year = {2020},
Volume = {7},
Pages = {239-275},
Abstract = {Language and cultural mediation in business contexts is a clear career
   opportunity for Translation and Interpreting graduates in Spain, as
   globalised businesses increasingly value language skills. Interpreting
   trainers must then meet the challenge of equipping undergraduate
   students with the skills required to perform as competent business
   interpreters. Business interpreting is a complex activity that implies
   the ability to use different interpreting skills (dialogue interpreting,
   consecutive interpreting, sight translation and whispered interpreting)
   and acquire domain-specific knowledge (and subsequently terminology and
   phraseology in the two working languages). Furthermore, trainers must
   also very commonly face additional hurdles like few contact hours, large
   numbers of students and scarcity of training materials. In this paper we
   attempt to describe how we have risen to the challenge of business
   interpreter training in our undergraduate programme (in the language
   combination English-Spanish), chiefly by boosting autonomous practice
   both in groups and individually. Even though it cannot be expected that
   our graduates, after completing their training, are qualified to perform
   as business interpreters to the most professional standard, we argue
   that the training that we provide them with not only introduces them
   into business interpreting as a professional activity (which they may
   pursue after further training) but also equips them with skills that are
   highly valued on the job market and make them therefore more employable.},
Publisher = {UNIV HELSINKI, DEPT MODERN LANGUAGES},
Address = {PL 24-UNIONINKATU 40 B, 6TH FLR, RM C613, HELSINKI, 00014, FINLAND},
Type = {Article},
Language = {English},
Affiliation = {Vigier-Moreno, FJ (Corresponding Author), Univ Pablo de Olavide Seville, Seville, Spain.
   Vigier-Moreno, Francisco J., Univ Pablo de Olavide Seville, Seville, Spain.},
DOI = {10.51287/cttl\_e\_2020\_8\_francisco\_j\_vigier\_moreno.pdf},
ISSN = {2342-7205},
Keywords = {business interpreting; business interpreter training; dialogue
   interpreter training; autonomous practice; self-assessment},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics},
Affiliations = {Universidad Pablo de Olavide},
Cited-References = {{[}Anonymous], 1995, INTERPRETERS NEWSLET.
   {[}Anonymous], 2006, EFF EUR EC SHORT FOR.
   Bourne J., 2013, ABIL SPANISH ENGLISH.
   Calvo E., 2008, TRADUCCION BALANCE P, P137.
   CERVATO E, 1995, PERSPECT STUD TRANSL, P191.
   Chantler A, 2011, LITERATURE AND AUTHENTICITY, 1780-1900: ESSAYS IN HONOUR OF VINCENT NEWEY, P191.
   Cirillo Letizia, 2017, TEACHING DIALOGUE IN, P120.
   Fantinuoli C., 2018, TRANS KOM, V11, P162.
   Garzone G., 2009, DOMAIN SPECIFIC ENGL, P49.
   Hansen I., 2007, INTERPRETING, V9, P95, DOI DOI 10.1075/INTP.9.1.06GOR.
   Ko L., 1996, LIAISON INTERPRETING, P116.
   Gutierrez RL, 2019, TRANSL TRANSL MULT C, V5, P215, DOI 10.1075/ttmc.00033.laz.
   Li XD, 2018, INTERPRET TRANSL TRA, V12, P48, DOI 10.1080/1750399X.2017.1418581.
   Linkterpreting, 2020, RES SIT LIAIS INT.
   Morelli M., 2008, EVALUACION APRENDIZA, P441.
   Munoz Raya E., 2010, LIBRO BLANCO TITULO.
   Ozolins Uldis, 2017, TEACHING DIALOGUE IN, P45.
   PIMLICO, 2011, REP LANG MAN STRAT B.
   Pochhacker Franz., 2016, INTRO INTERPRETING S, DOI 10.4324/9781315649573.
   Russo D, 2018, PROC INT CONF SOFTW, P47, DOI 10.1145/3183428.3183435.
   Sandrelli A, 2001, TRIADIC EXCHANGES: STUDIES IN DIALOGUE INTERPRETING, P173.
   Sandrelli A., 2005, INTERPRETAZIONE TRAT, P77.
   Sandrelli A., 2011, INTERPRETAZIONE MED, P209.
   Takimoto M., 2009, INT J INTERPRETER ED, V1, P33.
   Trovato G., 2013, ENTRECULTURAS REV TR, V5, P75.
   Vigier-Moreno F., 2020, STRATEGIES ANAL LANU, P197.
   Vigier-Moreno F., 2020, ENSENANZA APRENDIZAJ, P79.
   Wadensjo C, 2014, INTERPRET TRANSL TRA, V8, P437, DOI 10.1080/1750399X.2014.971486.
   Wisniowska M., 2010, DISKURS TERMINOLOGIE, P151.},
Number-of-Cited-References = {29},
Times-Cited = {1},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {2},
Journal-ISO = {Curr. Trends Transl. Teach. Learn. E},
Doc-Delivery-Number = {PP5XM},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:000605935100007},
DA = {2023-10-02},
}

@article{ WOS:000503200000004,
Author = {Li, Xiangdong},
Title = {Analyzing translation and interpreting textbooks A pilot survey of
   business interpreting textbooks},
Journal = {TRANSLATION AND INTERPRETING STUDIES},
Year = {2019},
Volume = {14},
Number = {3},
Pages = {392-415},
Abstract = {Textbooks are a significant source of knowledge and a major factor in
   shaping teaching and learning; however, textbook analysis has been a
   neglected area of research. This pilot study examines the coverage of
   business interpreting competences and their pedagogical treatment in
   thirty-two business interpreting textbooks. Two analysis frameworks, on
   business interpreting expertise and pedagogical expertise, were
   developed. The results indicate that most competences are weakly present
   in the textbooks and that most pedagogical principles are not well
   applied. This inadequacy has two potential consequences: (1) students
   may leave the classroom ill-equipped and form biased views of the
   profession, by considering topics well-covered in the textbooks as
   important and legitimate while seeing others as unimportant and (2)
   students may not be adequately assisted in internalizing and acquiring
   competences efficiently. This study has implications for translation and
   interpreting textbook analysis, adaptation, and development.},
Publisher = {JOHN BENJAMINS PUBLISHING CO},
Address = {PO BOX 36224, 1020 ME AMSTERDAM, NETHERLANDS},
Type = {Article},
Language = {English},
Affiliation = {Li, XD (Corresponding Author), Xian Int Studies Univ, Sch Translat Studies, Xian 710128, Shaanxi, Peoples R China.
   Li, Xiangdong, Xian Int Studies Univ, Appl Linguist \& Translat Studies, Xian, Shaanxi, Peoples R China.},
DOI = {10.1075/tis.19041.li},
ISSN = {1932-2798},
EISSN = {1876-2700},
Keywords = {business interpreting; business interpreting competences; pedagogical
   expertise; textbook adaptation; textbook development},
Keywords-Plus = {KNOWLEDGE; LANGUAGE},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics; Language \& Linguistics},
Author-Email = {xiangdong813@gmail.com},
Affiliations = {Xi'an International Studies University},
ResearcherID-Numbers = {Li, Xiangdong/H-2163-2015},
ORCID-Numbers = {Li, Xiangdong/0000-0002-7483-6076},
Funding-Acknowledgement = {Translation Teaching and Research Center, Xi'an International Studies
   University},
Funding-Text = {The author is grateful for the support of the Translation Teaching and
   Research Center, Xi'an International Studies University.},
Cited-References = {Albl-Mikasa M., 2013, INTERPRETERS NEWSLET, V18, P17, DOI {[}10.21256/ZHAW-4081, DOI 10.21256/ZHAW-4081].
   Penalver EA, 2015, ADV EDUC TECHNOL INS, P102, DOI 10.4018/978-1-4666-6615-3.ch007.
   Penalver EA, 2013, FORUM-REV INT INTERP, V11, P1.
   {[}Anonymous], 2001, CAMBRIDGE GUIDE TESO.
   {[}Anonymous], ELT J.
   {[}Anonymous], 1987, MAKING MOST YOUR TXB.
   {[}Anonymous], 2009, INT MARKETING.
   {[}Anonymous], 2001, CURRICULUM DEV LANGU, DOI DOI 10.1017/CBO9780511667220.
   {[}Anonymous], 2002, BABEL, DOI DOI 10.1179/000127904805260574.
   {[}Anonymous], CONTENT ANAL INTRO I.
   {[}Anonymous], 2004, FUNDAMENTAL ASPECTS, DOI DOI 10.1075/BTL.47.
   {[}Anonymous], 2017, QUANTITATIVE RES MET.
   {[}Anonymous], 1998, ENGL SPECIF PURP.
   {[}Anonymous], 1991, SITUATED LEARNING LE, DOI DOI 10.1017/CBO9780511815355.
   {[}Anonymous], 1979, MIND SOC.
   Martinez JCB, 2017, REV EDUC, P82, DOI 10.4438/1988-592X-RE-2017-377-354.
   Calvo E, 2015, INTERPRET TRANSL TRA, V9, P306, DOI 10.1080/1750399X.2015.1103107.
   Bueno-Alastuey MC, 2015, REV ESP LINGUIST APL, V28, P73, DOI 10.1075/resla.28.1.04bue.
   Chan CSC, 2009, ENGL SPECIF PURP, V28, P125, DOI 10.1016/j.esp.2008.12.001.
   Chen Xiaofeng, 2010, SHANGWU YINGYU KOUYI.
   Cheng Yuezhen, 2011, XINBIAN SHANGWU YING.
   Child J, 2001, J INT BUS STUD, V32, P5, DOI 10.1057/palgrave.jibs.8490935.
   CHOI J, 2003, FORUM, V1, P97, DOI DOI 10.1075/FORUM.1.1.06CHO.
   Corrius M, 2016, INTERPRET TRANSL TRA, V10, P59, DOI 10.1080/1750399X.2016.1154343.
   Ricoy RD, 2010, J SPEC TRANSL, P100.
   Della Libera Sonia, 2009, RIV INTERNAZIONALE T, V11, P177.
   Dong Lin, 2010, JIANMING SHANGWU YIN.
   Du-Babcock B, 2013, IBERICA, P99.
   Ellis R., 1997, ENGLISH LANGUAGE TEA, V51, P36, DOI 10.1093/elt/51.1.36.
   Erbas AK, 2012, KURAM UYGUL EGIT BIL, V12, P2324.
   Ericsson K. A., 2000, INTERPRETING, V5, P187, DOI {[}10.1075/INTP.5.2.08ERI, DOI 10.1075/INTP.5.2.08-RI, 10.1075/intp.5.2.08eri, DOI 10.1075/INTP.5.2.08ERI].
   Ferguson J, 2006, ACCOUNT EDUC, V15, P243, DOI 10.1080/09639280600850679.
   Geng Jingxian, 2013, SHANGWU YINGYU FANYI.
   Gentile A., 1996, LIAISON INTERPRETING.
   Gong Longsheng, 2011, SHANGWU YINGYU KOUYI.
   Gonzalez Davies M., 2004, MULTIPLE VOICES TRAN.
   Gonzalez Davies Maria, 2012, TRANSL STUD S U AUCK.
   Graves K., 2000, DESIGNING LANGUAGE C.
   Gui Xiaoman, 2010, SHANGWU PEITONG KOUY.
   Guilloteaux MJ, 2013, ASIA-PAC EDUC RES, V22, P231, DOI 10.1007/s40299-012-0015-3.
   Harwood Nigel, 2014, ENGLISH LANGUAGE TEA, DOI {[}10.1057/9781137276285, DOI 10.1057/9781137276285].
   Harwood TM, 2010, SELF-HELP IN MENTAL HEALTH: A CRITICAL REVIEW, P3, DOI 10.1007/978-1-4419-1099-8\_1.
   Hernandez Daniel Gallego, 2012, TRADUCCION EC CORPUS.
   Hutchinson T., 1994, ELT J, V48, P315.
   Ji Ke, 2009, SHANGWU YINGYU KOUYI.
   Jiang Yangjian, 2009, SHIZHAN SHANGWU YING.
   Kaczmarek L., 2010, THESIS.
   Kalina S., 2000, INTERPRETERSNEWSLETT, V10, P3.
   Kalina S, 2015, MONTI, P63, DOI 10.6035/MonTI.2015.ne2.2.
   Kelly D., 2005, HDB TRANSLATOR TRAIN.
   Kiraly D., 2000, SOCIAL CONSTRUCTIVIS.
   Kiraly D, 2015, TRANSL INTERPRET STU, V10, P8, DOI 10.1075/tis.10.1.02kir.
   LANDIS JR, 1977, BIOMETRICS, V33, P159, DOI 10.2307/2529310.
   Lederer M, 2007, INTERPRET TRANSL TRA, V1, P15, DOI 10.1080/1750399X.2007.10798748.
   Lee J, 2008, INTERPRET TRANSL TRA, V2, P165, DOI 10.1080/1750399X.2008.10798772.
   Li DF, 2013, INTERPRET TRANSL TRA, V7, P1.
   Li Hongjie, 2010, SHANGWU YINGYU KOUYI.
   Li Yan, 2012, SHANGWU YINGYU KOUYI.
   Li Zhenyuan, 2010, SHANGWU HUODONG KOUY.
   Lin Qun, 2014, SHANGWU YINGYU KOUYI.
   Lin Yongcheng, 2012, SHANGWU YINGYU KOUYI.
   Littlejohn Andrew., 2011, MAT DEV LANGUAGE TEA, V2nd edn., P179.
   Liu Jianzhu, 2010, SHANGWU KOUYI.
   Liu Jieying, 2012, SHIJI SHANGWU YINGYU.
   Lu Wei, 2008, SHANGWU YINGYU KOUYI.
   Lv Hao, 2013, GUOJI JINGMAO KOUYI.
   McDonough Jo, 2013, MAT METHODS ELT TEAC, V3rd.
   McGrath I., 2016, MAT EVALUATION DESIG.
   Mei Deming, 2004, SHANGWU YINGYU KOUYI.
   Mol Hans, 2010, ENGLISH LANGUAGE LEA, P74.
   Mouallem Summer, 2011, J MODERN LANGUAGES I, V1, P21.
   Neary-Sundquist CA, 2015, FOREIGN LANG ANN, V48, P68, DOI 10.1111/flan.12126.
   Newton DP, 2009, ASIA-PAC EDUC RES, V18, P109.
   Nicholls J., 2003, INT J HIST LEARNING, V3, P11, DOI 10.2304/rcie.2006.1.1.5.
   Opoku-Amankwa K, 2011, PEDAGOG CULT SOC, V19, P291, DOI 10.1080/14681366.2011.582264.
   Pakir A, 2004, AILA REV, V17, P69, DOI DOI 10.1075/AILA.17.08PAK.
   Pochhacker Franz, 2004, INTRO INTERPRETING S, DOI {[}10.4324/9780203504802, DOI 10.4324/9780203504802].
   Powell AGMT, 2014, BMC MED EDUC, V14, DOI 10.1186/1472-6920-14-35.
   Roth WM, 2001, BRIT EDUC RES J, V27, P5, DOI 10.1080/01411920123822.
   Sheldon L. E., 1988, ELT J, V42, P237, DOI {[}10.1093/elt/42.4.237, DOI 10.1093/ELT/42.4.237].
   Stroud Natalie Jomini, 2009, RES METHODS COMMUNIC, P123.
   Takeda O, 2015, PS-POLIT SCI POLIT, V48, P430, DOI 10.1017/S1049096515000190.
   Ur P., 1999, COURSE LANGUAGE TEAC, DOI {[}10.1017/CBO9780511732928, DOI 10.1017/CBO9780511732928].
   Wang Weiping, 2013, WAIMAO QIATAN KOUYI.
   Wang Yan, 2009, SHANGWU YINGYU KOUYI.
   Wood DC, 2014, J ENGL ACAD PURP, V15, P1, DOI 10.1016/j.jeap.2014.03.002.
   Xia Tian, 2007, SHANGWU YINGYU KOUYI.
   Xu Qunhang, 2011, SHANGWU YINGYU KOUYI.
   Yan Yixun, 2012, DAXUE HEXIN SHANGWU.
   Yan Yixun, 2009, SHANGWU YINGYU KOUYI.
   Yin Xiaohong, 2010, SHANGWU KOUYI RUMEN.
   Yongcheng, 2012, SHANGWU YINGYU KOUYI.
   Zhang Yuli, 2008, GUOJI SHANGWU YINGYU.
   Zhao Junfeng, 2009, SHANGWU YINGYU KOUYI.
   Zhao Junfeng, 2009, SHANGWU KOUYI.
   Zhao Minyi, 2006, SHANGWU XIANCHANG KO.
   Zhu Peifen, 2011, SHANGWU YINGYU KOUYI.
   Zhu Peifen, 2004, SHANGWU YINGYU KOUYI.
   Zou Li, 2005, SHANGWU YINGYU FANYI.},
Number-of-Cited-References = {99},
Times-Cited = {1},
Usage-Count-Last-180-days = {8},
Usage-Count-Since-2013 = {41},
Journal-ISO = {Trans. Interpret. Stud.},
Doc-Delivery-Number = {JW7AG},
Web-of-Science-Index = {Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)},
Unique-ID = {WOS:000503200000004},
DA = {2023-10-02},
}

@article{ WOS:000438169100013,
Author = {Sanz-Moreno, Raquel},
Title = {The Inclusion of the Doctor in the Training of the Interpreter in
   Healthcare},
Journal = {REVISTA DIGITAL DE INVESTIGACION EN DOCENCIA UNIVERSITARIA-RIDU},
Year = {2017},
Volume = {11},
Number = {2},
Pages = {203-222},
Month = {JUL-DEC},
Abstract = {The didactic experience we describe in this article aims at the
   acquisition and development of interpreting skills through four
   theoretical and practical sessions on Public Service Interpreting (PSI).
   This course is particular given that a healthcare professional takes
   part in the learning process, which is perfected with role-play
   exercises as a useful tool. The generous, active, and participative
   collaboration of these professionals had an influence both in the
   election of the cases analyzed in class-which were based on their own
   experiences with foreign patients-and in the assumption of their own
   professional roles in the dramatization exercises with students. The
   interaction with the doctors contributed to providing more realism and
   authenticity to the role-play activity and also facilitated the
   development of thematic, interpersonal, and strategic skills in
   students.},
Publisher = {UNIV PERUANA CIENCIAS APLICADAS},
Address = {PROLONGACION PRIMAVERA 2390, MONTERRICO, LIMA, 00000, PERU},
Type = {Article},
Language = {Spanish},
Affiliation = {Sanz-Moreno, R (Corresponding Author), Univ Valencia, Fac Traducc Filol \& Comunicac, Dept Teoria Lenguajes \& Comunicac, Valencia, Spain.
   Sanz-Moreno, Raquel, Univ Valencia, Fac Traducc Filol \& Comunicac, Dept Teoria Lenguajes \& Comunicac, Valencia, Spain.},
DOI = {10.19083/ridu.11.555},
ISSN = {2223-2516},
Keywords = {public service interpreting; healthcare interpreting; role play;
   socialization with the expert},
Research-Areas = {Education \& Educational Research},
Web-of-Science-Categories  = {Education \& Educational Research},
Author-Email = {Raquel.Sanz-Moreno@uv.es},
Affiliations = {University of Valencia},
Cited-References = {Angelelli C., 2008, CROSSING BORDERS COM.
   {[}Anonymous], 2003, TRANS.
   Asociacion de Interpretes de Conferencias de Espana, 2012, COD DEONT.
   Baigorri J., 2006, MAT DIDACTICOS ENSEN.
   Cambridge J., 2002, TRADUCCION INTERPRET, P119.
   Fernandez Perez M., 2011, TRADUCIR FRONTERA, P161.
   Perez MMF, 2015, MONTI, P259, DOI 10.6035/MonTI.2015.ne2.10.
   Gallego D, 2012, ESTUD TRAD, V2, P33, DOI 10.5209/rev\_ESTR.2012.v2.38976.
   Garcia-Beyaert S., 2013, CODIGO DEONTOLOGICO.
   Gonzalo Garcia C., 2005, MANUAL DOCUMENTACION, P201.
   Grupo CRITT, 2014, PRACT MED INT INT AM.
   Jimenez Ivars A., 2012, PRIMEROS PASOS HACIA.
   Lazaro R., 2010, WAYS MODES HUMAN COM.
   Lazaro R., 2007, 1 INT FOR TRANSL INT.
   Montalt Resurreccio Vicent, 2005, GENERO TEXTUAL TRADU, P19.
   Monzo Nebot Esther, 2003, REV FACULTAD LENGUAS, V6, P15.
   Niska H., 2002, INTERPRETING 21 CENT, P133, DOI DOI 10.1075/BTL.43.14NIS.
   Ozolins Uldis, 2013, INTERPRETING CHANGIN, V6, P31.
   Ruiz Rosendo L., 2007, PANACE, V9, P173.
   SALES Dora, 2005, TRANSLATION J, V9.
   Sanz-Moreno R., REV INNOVACIO DOCENT, V10.
   Valero-Garces C., 2006, TRADUCCION INTERPRET.
   Valero-Garces C, 2005, J SPEC TRANSL, P75.
   Vitalaru B., 2011, TRADUCCION INTERPRET, P84.
   Wadensjo C., 1995, HERMES, V14, P11.},
Number-of-Cited-References = {25},
Times-Cited = {1},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {4},
Journal-ISO = {Rev. Digit. Invest. Docencia Univ.-RIDU},
Doc-Delivery-Number = {GM5IJ},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:000438169100013},
OA = {Green Submitted, gold},
DA = {2023-10-02},
}

@incollection{ WOS:000294337500008,
Author = {Pawlack, Birte},
Editor = {Pelsmaekers, K and Rollo, C and VanHout, T and Heynderickx, P},
Title = {Interpreting Competence: Nursing Staff and Family Members as Ad Hoc
   Interpreters in Hospitals},
Booktitle = {DISPLAYING COMPETENCE IN ORGANIZATIONS: DISCOURSE PERSPECTIVES},
Year = {2011},
Pages = {131-149},
Publisher = {PALGRAVE},
Address = {HOUNDMILLS, BASINGSTOKE RG21 6XS, ENGLAND},
Type = {Article; Book Chapter},
Language = {English},
Affiliation = {Pawlack, B (Corresponding Author), Univ Hamburg, Res Ctr Multilingualism, Hamburg, Germany.
   Univ Hamburg, Res Ctr Multilingualism, Hamburg, Germany.},
ISBN = {978-0-23030-732-2},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Language \& Linguistics},
Affiliations = {University of Hamburg},
Number-of-Cited-References = {0},
Times-Cited = {1},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {0},
Doc-Delivery-Number = {BWN91},
Web-of-Science-Index = {Book Citation Index – Social Sciences & Humanities (BKCI-SSH)},
Unique-ID = {WOS:000294337500008},
OA = {Green Published},
DA = {2023-10-02},
}

@article{ WOS:001049676400001,
Author = {Xia, Jianlan and Bao, Xiaoyan},
Title = {Progress, limitations and prospects of police interpreting
   professionalization in China},
Journal = {COGENT SOCIAL SCIENCES},
Year = {2023},
Volume = {9},
Number = {2},
Month = {DEC 15},
Abstract = {Police interpreting has received minimum scholastic attention in China.
   This study systematically researched the accreditation, training and
   employment of interpreters in police interviews in China. The current
   translator and interpreter accreditation tests in China adopt a generic
   approach that has generally failed to meet the public service
   interpreting needs. Uncertified bilingual officers or freelance
   interpreters without prior legal interpreting training are usually
   employed to assist with police interviews. The recent development of
   Master of Translation and Interpreting (MTI) programs, Master of Legal
   Translation and Interpreting (MLTI) programs and Foreign-related
   Policing programs have made little difference in easing the shortage of
   certified police interview interpreters. It is suggested to reform the
   current accreditation tests: to include a police interpreter
   accreditation sub-division. Bilingual officers should not be excluded
   from assisting police interviews. They should be assessed for their
   linguistic skills and interpreting skills and be certified either as
   interpreters or as bilinguals. Closer collaboration among police forces,
   law schools and foreign studies colleges would help develop more
   pragmatic training materials and better train trainers on police
   interview interpreting. Meanwhile, a national register system of police
   interpreters with different levels of credentials should be established
   to ensure the proper administration of justice. China's development
   patterns in the police interpreting accreditation, training and register
   systems might be of significant reference value to some other countries.},
Publisher = {TAYLOR \& FRANCIS AS},
Address = {KARL JOHANS GATE 5, NO-0154 OSLO, NORWAY},
Type = {Article},
Language = {English},
Affiliation = {Xia, JL (Corresponding Author), Beijing Police Coll, Foreign Related Policing Dept, 11 Nanjian Rd, Beijing 102202, Peoples R China.
   Xia, Jianlan; Bao, Xiaoyan, Beijing Police Coll, Foreign Related Policing Dept, 11 Nanjian Rd, Beijing 102202, Peoples R China.},
DOI = {10.1080/23311886.2023.2248749},
Article-Number = {2248749},
ISSN = {2331-1886},
Keywords = {accreditation sub-division; bilingual officers; MLTI; foreign-related
   policing; a national register system; >},
Research-Areas = {Social Sciences - Other Topics},
Web-of-Science-Categories  = {Social Sciences, Interdisciplinary},
Author-Email = {m18610765795@163.com},
ResearcherID-Numbers = {bao, xiaoyan/HHC-4275-2022},
ORCID-Numbers = {bao, xiaoyan/0000-0001-6862-2672},
Funding-Acknowledgement = {Beijing Association of Higher Education {[}MS2022400]; Beijing Police
   College {[}2022YK03]},
Funding-Text = {The work was supported by the Beijing Association of Higher Education
   under the Grant {[}MS2022400] and the Beijing Police College
   {[}2022YK03].},
Cited-References = {Adams C., 2010, BASIC HDB TRAINERS P.
   {[}Anonymous], 2019, POLICE CRIMINAL EVID.
   Baixauli-Olmos L., 2013, INTERPRETING CHANGIN, P45.
   Benmaman V., 1997, CRITICAL LINK INTERP, P179.
   Berk-Seligson S., 2000, INT J SPEECH LANGUAG, V7, P212, DOI {[}https://doi.org/10.1558/sll.2000.7.2.212, DOI 10.1558/SLL.2000.7.2.212].
   BerkSeligson S, 2009, LANG POWER SOC PROCE, V25, P1, DOI 10.1515/9783110213492.
   Beym J., 2014, NJ 0514.
   Chartered Institute of Linguistics, QUAL SPEC CIOL QUAL.
   Chartered Institute of Linguistics, CIOL QUAL LEV 6 DIPL.
   Chen Q., 2015, J GUANGDONG U FOREIG, V05, P75.
   China Accreditation Test for Translators and Interpreters, 2019, CHIN ACCR TEST TRANS.
   China University of Political Science and Law (CUPL), 2022, OV SCH FOR STUD CUPL.
   Colin J., 1996, INTERPRETERS LEGAL P.
   Curtis N., 2006, NAJIT POSITION PAPER.
   Deng C., 2012, FOREIGN LANGUAGE LIT, V05, P113, DOI {[}https://doi.org/10.3969/j.issn.1674-6414.2012.05.028, DOI 10.3969/J.ISSN.1674-6414.2012.05.028].
   Drugan J, 2020, TARGET-NETH, V32, P307, DOI 10.1075/target.20086.dru.
   Filipovic L, 2022, INTERPRETING, V24, P254, DOI 10.1075/intp.00080.fil.
   Fu N., 2022, THESIS GUANGXI MINZU.
   Gamal MY, 2017, SEMIOTICA, P297, DOI 10.1515/sem-2015-0110.
   Goodman-Delahunty J., 2020, ADV PSYCHOL LAW, P83, DOI {[}https://doi.org/10.1007/978-3-030-54678-6\_4, DOI 10.1007/978-3-030-54678-6\_4].
   Hale S. B., 2007, PUBLIC SERVICE INTER, P64, DOI {[}https://doi.org/10.1057/9780230593442\_3, DOI 10.1057/9780230593442\_3].
   Hale S, 2019, INTERPRET TRANSL TRA, V13, P107, DOI 10.1080/1750399X.2018.1541649.
   Haugen Heidi. O., 2022, CHINAS RAPID DEV HAS.
   Hu J., 2018, TRANSLATION HORIZONS, V01, P71.
   Hua Q., 2018, THESIS GUANGDONG U F.
   Huang J., 2017, 2 SSR INT C SOCIAL S.
   Huang M., 2017, TECHNOLOGY ENHANCED, V01, P49.
   Jia A., 2015, J KAIFENG I ED, V12, P118, DOI {[}https://doi.org/10.3969/j.issn.1008-9640.2015.12.056, DOI 10.3969/J.ISSN.1008-9640.2015.12.056].
   Jiangsu Police College, 2018, CURR OV POL ENGL INT.
   Justice Committee, 2013, INTERNAL REPORT.
   Kredens K., 2017, LANGUAGE LAW, V3, P65.
   Laster K., 1994, INTERPRETERS LEGAL S.
   Lee Jieun, 2014, {[}The Journal of Interpretation and Translation Education, 통번역교육연구], V12, P157.
   Li K., 2019, THESIS SHANGHAI INT.
   Ma Q., 2017, FOREIGN LANGUAGES CH, V04, P21, DOI {[}https://doi.org/10.13564/j.cnki.issn.1672-9382.2017.04.004, DOI 10.13564/J.CNKI.ISSN.1672-9382.2017.04.004].
   Meng Z., 2020, THESIS GUANGDONG U F.
   Morris R, 2008, INTERPRETING, V10, P34, DOI 10.1075/intp.10.1.04mor.
   Mu L., 2020, CHINESE TRANSLATORS, V01, P87.
   Mulayim S, 2015, ADV POLIC THEOR PRAC, P1.
   Mulayim S., 2017, ETHICS POLICE TRANSL, DOI {[}https://doi.org/10.1201/9781315368719, DOI 10.1201/9781315368719].
   Nakane I., 2014, INTERPRETER MEDIATED, DOI {[}10.1057/9781137443199, DOI 10.1057/9781137443199].
   National Accreditation Authority for Translators and Interpreters (NAATI), CERT SPEC LEG INT.
   National Bureau of Statistics, 2021, 7 NAT CENS COMM NO 8.
   National Legal English Certificate Test Advisory Committee of China, 2019, FREQUENTLY ASKED QUE.
   National Police Language Services (NPLS), WORK INT AID MEM INT.
   National Police Language Services (NPLS), BRIEF NOT US LANG SE.
   Herraez JMO, 2008, BENJAMIN TRANSL LIB, V76, P123.
   Ozolins U., 2000, CRITICAL LINK 2 INTE, P21, DOI {[}https://doi.org/10.1075/btl.31.04ozo, DOI 10.1075/BTL.31.04OZO].
   Palma J., 2021, INTERPRETER CERTIFIC.
   Pei J., 2017, THESIS SHENYANG NORM.
   Pu Y., 2013, THESIS GUANGDONG U F.
   Qin X., 2019, THESIS GUANGDONG U F.
   Rennie S., 1999, INTERPRETING ACCESS.
   Shaffer SA, 2018, APPL COGNITIVE PSYCH, V32, P150, DOI 10.1002/acp.3388.
   Su K., 2020, J XINJIANG POLICE CO, V02, P74.
   Translators Association of China, 2021, SPEC LANG SERV IND C.
   Vandenbroucke M, 2021, TRANSLATOR, V27, P12, DOI 10.1080/13556509.2021.1880309.
   Wilson L, 2019, PRAGMAT SOC, V10, P122, DOI 10.1075/ps.00018.wil.
   Xu D., 2014, FOREIGN LANGUAGES TH, V04, P86, DOI {[}https://doi.org/10.13458/j.cnki.flatt.004010, DOI 10.13458/J.CNKI.FLATT.004010].
   Xu D., 2017, FOREIGN LANGUAGES CH, V04, P14, DOI {[}https://doi.org/10.13564/j.cnki.issn.1672-9382.2017.04.003, DOI 10.13564/J.CNKI.ISSN.1672-9382.2017.04.003].
   Yan C., 2005, RES ED DEV, V15, P48, DOI {[}https://doi.org/10.14121/j.cnki.1008-3855.2005.15.011, DOI 10.14121/J.CNKI.1008-3855.2005.15.011].
   Yin L., 2015, THESIS CHINA FOREIGN.
   Zhang C., 2014, BRAND, V08, P240.
   Zhang C., 2020, THESIS XIAMEN U.
   Zhejiang Police College, OV UND PROGR FOR REL.},
Number-of-Cited-References = {65},
Times-Cited = {0},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {0},
Journal-ISO = {Cogent Soc. Sci.},
Doc-Delivery-Number = {P3KY4},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:001049676400001},
OA = {gold},
DA = {2023-10-02},
}

@article{ WOS:001040454900001,
Author = {Heinonen, Neea and Katajavuori, Nina and Sodervik, Ilona},
Title = {University teachers' professional vision with respect to their
   conceptions of teaching and learning: findings from an eye-tracking
   study},
Journal = {FRONTIERS IN EDUCATION},
Year = {2023},
Volume = {8},
Month = {JUL 21},
Abstract = {This study investigated how university teachers' (mis)conceptions of
   teaching and learning are related to their ability to notice and
   interpret pedagogically significant incidents in the classroom, that is
   their professional vision. Additionally, we examined whether university
   teachers can be supported in their development of conceptual
   understanding and professional vision through a short pedagogical
   training. A total of 32 university teachers who participated in this
   study completed a teacher conception questionnaire and an eye-tracking
   measurement with a stimulated retrospective recall (SRR) interview. A
   pre-test/post-test design was utilized. The findings indicate that in
   general, professional vision scores and (mis)conceptions of teaching and
   learning did not correlate. However, with regard to classroom incidents
   where teachers' visual attention needed to be selectively allocated due
   to simultaneous interactions, university teachers with more
   misconceptions and less sophisticated conceptions of teaching and
   learning tended to focus on the teacher's actions in the classroom. By
   contrast, university teachers with fewer misconceptions and with more
   sophisticated conceptions of teaching and learning tended to focus on
   students' actions. University teachers' less sophisticated conceptions
   became more sophisticated as a result of pedagogical training.
   Additionally, statistically significant improvements in participants'
   noticing were identified, but interestingly not in their interpreting
   skills. The results emphasize the relevance of the need for pedagogical
   training and the development of conceptual understanding for university
   teachers in relation to learning theories in order to support their
   pedagogical expertise as well as their professional vision.},
Publisher = {FRONTIERS MEDIA SA},
Address = {AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND},
Type = {Article},
Language = {English},
Affiliation = {Heinonen, N (Corresponding Author), Univ Helsinki, Ctr Univ Teaching \& Learning, Fac Educ Sci, Helsinki, Finland.
   Heinonen, Neea; Katajavuori, Nina; Sodervik, Ilona, Univ Helsinki, Ctr Univ Teaching \& Learning, Fac Educ Sci, Helsinki, Finland.},
DOI = {10.3389/feduc.2023.1232273},
Article-Number = {1232273},
EISSN = {2504-284X},
Keywords = {professional vision; selective attention; teacher gaze; misconceptions;
   university teachers; pedagogical expertise; pedagogical training;
   eye-tracking},
Keywords-Plus = {PEDAGOGICAL CONTENT KNOWLEDGE; CLASSROOM MANAGEMENT; EXPERT; NOVICE;
   BELIEFS; PRESERVICE; PERCEPTION; ATTENTION; EDUCATION},
Research-Areas = {Education \& Educational Research},
Web-of-Science-Categories  = {Education \& Educational Research},
Author-Email = {neea.j.heinonen@helsinki.fi},
Affiliations = {University of Helsinki},
ResearcherID-Numbers = {Södervik, Ilona/JCO-3971-2023
   },
ORCID-Numbers = {Södervik, Ilona/0000-0001-8575-487X
   Heinonen, Neea Johanna/0000-0001-5139-9590
   Katajavuori, Nina/0000-0001-5093-2402},
Cited-References = {{[}Anonymous], 2004, ACT LEARN HIGH EDUC, DOI {[}10.1177/1469787404040463, DOI 10.1177/1469787404040463].
   {[}Anonymous], 1981, STAT METHODS RATES P.
   {[}Anonymous], 1995, HDB ED PSYCHOL, DOI DOI 10.4324/9780203053874.
   Beach P, 2019, INT J RES METHOD EDU, V42, P485, DOI 10.1080/1743727X.2018.1496415.
   Berliner D.C., 2001, INT J EDUC RES, V35, P463, DOI {[}https://doi.org/10.1016/S0883-0355(02)00004-6, DOI 10.1016/S0883-0355(02)00004-6].
   Blomeke S, 2015, Z PSYCHOL, V223, P3, DOI 10.1027/2151-2604/a000194.
   CARTER K, 1988, J TEACH EDUC, V39, P25, DOI 10.1177/002248718803900306.
   Chaudhuri S, 2022, SCAND J EDUC RES, V66, P1076, DOI 10.1080/00313831.2021.1958374.
   Chi MT., 2013, INT HDB RES CONCEPTU, DOI {[}DOI 10.4324/9780203154472-10, DOI 10.4324/9780203154472.CH3].
   Dekker S, 2012, FRONT PSYCHOL, V3, DOI 10.3389/fpsyg.2012.00429.
   Ericsson A, 2016, PEAK SECRETS NEW SCI.
   Gegenfurtner A, 2013, COMPUT EDUC, V63, P393, DOI 10.1016/j.compedu.2012.12.021.
   Gold B, 2015, EDUC ASSESS, V20, P226, DOI 10.1080/10627197.2015.1062087.
   GOODWIN C, 1994, AM ANTHROPOL, V96, P606, DOI 10.1525/aa.1994.96.3.02a00100.
   GOW L, 1993, BRIT J EDUC PSYCHOL, V63, P20, DOI 10.1111/j.2044-8279.1993.tb01039.x.
   Grospietsch F, 2018, EDUC SCI, V8, DOI 10.3390/educsci8030120.
   Heinonen N, 2023, INSTR SCI, V51, P201, DOI 10.1007/s11251-022-09603-7.
   Holmqvist K., 2011, EYE TRACKING COMPREH.
   Hyrskykari A, 2008, J EYE MOVEMENT RES, V2.
   Jacobs V, 2011, STUD MATH THINK LEAR, pXXV.
   Jarodzka H, 2021, EDUC PSYCHOL REV, V33, P1, DOI 10.1007/s10648-020-09565-7.
   Jarodzka H, 2017, J EYE MOVEMENT RES, V10, DOI 10.16910/jemr.10.1.3.
   Jarodzka H, 2010, LEARN INSTR, V20, P146, DOI 10.1016/j.learninstruc.2009.02.019.
   Kahneman D., 1973, ATTENTION EFFORT.
   Keller L, 2022, INSTR SCI, V50, P251, DOI 10.1007/s11251-021-09570-5.
   Kember D, 2000, INSTR SCI, V28, P469, DOI 10.1023/A:1026569608656.
   Kleickmann T, 2013, J TEACH EDUC, V64, P90, DOI 10.1177/0022487112460398.
   Langner A, 2022, J CHEM EDUC, V99, P1651, DOI 10.1021/acs.jchemed.1c01122.
   Levin DA, 2009, J TEACH EDUC, V60, P142, DOI 10.1177/0022487108330245.
   Lindblom-Ylanne S, 2006, STUD HIGH EDUC, V31, P285, DOI 10.1080/03075070600680539.
   Lowe RK, 1999, EUR J PSYCHOL EDUC, V14, P225, DOI 10.1007/BF03172967.
   Lueddeke GR, 2003, STUD HIGH EDUC, V28, P213, DOI 10.1080/0307507032000058082.
   Martin E., 1991, RES DEV HIGHER ED, P298.
   Mason J, 2002, RES YOUR OWN PRACTIC.
   Mason J, 2011, STUD MATH THINK LEAR, P35.
   McIntyre NA, 2017, LEARN INSTR, V49, P41, DOI 10.1016/j.learninstruc.2016.12.005.
   Meschede N, 2017, TEACH TEACH EDUC, V66, P158, DOI 10.1016/j.tate.2017.04.010.
   Murtonen M., 2020, INT J LEARN TEACH ED, V19, P367, DOI {[}10.26803/ijlter.19.3.20, DOI 10.26803/IJLTER.19.3.20].
   Murtonen M., 2023, FRONTLINE LEARN RES, V10, P64, DOI {[}10.14786/flr.v10i2.1031, DOI 10.14786/FLR.V10I2.1031].
   Odalen J, 2019, HIGH EDUC RES DEV, V38, P339, DOI 10.1080/07294360.2018.1512955.
   PAJARES MF, 1992, REV EDUC RES, V62, P307, DOI 10.3102/00346543062003307.
   Parpala A., 2007, STUD EDUC EVAL, V33, P355, DOI DOI 10.1016/J.STUEDUC.2007.07.009.
   Paulhus D.L., 2007, HDB RES METHODS PERS, P224, DOI DOI 10.1002/0470013435.CH6.
   Postareff L, 2007, TEACH TEACH EDUC, V23, P557, DOI 10.1016/j.tate.2006.11.013.
   Postareff L, 2015, EDUCAR, V51, P37, DOI 10.5565/rev/educar.647.
   Pouta M, 2021, EDUC PSYCHOL REV, V33, P109, DOI 10.1007/s10648-020-09536-y.
   Prebble T., 2004, IMPACT STUDENT SUPPO.
   Rensink R., 2009, ENCY CONSCIOUSNESS, P47, DOI 10.1016/B978-012373873-8.00006-2.
   SAMUELOWICZ K, 1992, HIGH EDUC, V24, P93, DOI 10.1007/BF00138620.
   Seidel T, 2014, AM EDUC RES J, V51, P739, DOI 10.3102/0002831214531321.
   Seidel T, 2011, TEACH TEACH EDUC, V27, P259, DOI 10.1016/j.tate.2010.08.009.
   Sherin MG, 2009, J TEACH EDUC, V60, P20, DOI 10.1177/0022487108328155.
   Shin D, 2021, INT J SCI MATH EDUC, V19, P1037, DOI 10.1007/s10763-020-10101-w.
   Sodervik I., 2022, INT J TEACH LEARN HI, V34, P7.
   Stahnke R, 2021, TEACH TEACH EDUC, V98, DOI 10.1016/j.tate.2020.103243.
   Stahnke R, 2016, ZDM-MATH EDUC, V48, P1, DOI 10.1007/s11858-016-0775-y.
   Staub FC, 2002, J EDUC PSYCHOL, V94, P344, DOI 10.1037//0022-0663.94.2.344.
   STOFFLETT RT, 1994, J RES SCI TEACH, V31, P787, DOI 10.1002/tea.3660310804.
   Sun Q, 2022, SUSTAINABILITY-BASEL, V14, DOI 10.3390/su14084711.
   TRIGWELL K, 1994, HIGH EDUC, V27, P75, DOI 10.1007/BF01383761.
   Trigwell K., 2002, ART DES COMMUN HIGH, V1, P69, DOI {[}10.1386/adch.1.2.69, DOI 10.1386/ADCH.1.2.69].
   Tunga Y, 2023, EDUC INF TECHNOL, V28, P9607, DOI 10.1007/s10639-022-11569-5.
   van den Bogert N, 2014, TEACH TEACH EDUC, V37, P208, DOI 10.1016/j.tate.2013.09.001.
   van Gog T, 2009, COMPUT HUM BEHAV, V25, P785, DOI 10.1016/j.chb.2009.02.007.
   Vanes E. A., 2002, Journal of Technology and Teacher Education, V10, P571.
   Vilppu H, 2019, INSTR SCI, V47, P679, DOI 10.1007/s11251-019-09496-z.
   Virtanen V, 2010, INSTR SCI, V38, P355, DOI 10.1007/s11251-008-9088-z.
   Vosniadou S., 2013, INT HDB RES CONCEPTU, P9.
   Vosniadou S, 2020, INT J EDUC RES, V99, DOI 10.1016/j.ijer.2019.101495.
   Voss T., 2013, COGNITIVE ACTIVATION, P249.
   Wolff CE, 2017, TEACH TEACH EDUC, V66, P295, DOI 10.1016/j.tate.2017.04.015.
   Wolff CE, 2016, INSTR SCI, V44, P243, DOI 10.1007/s11251-016-9367-z.
   Wyss C, 2021, EDUC PSYCHOL REV, V33, P91, DOI 10.1007/s10648-020-09535-z.
   Zhiwei Guan, 2006, Conference on Human Factors in Computing Systems. CHI2006, P1253.},
Number-of-Cited-References = {74},
Times-Cited = {0},
Usage-Count-Last-180-days = {2},
Usage-Count-Since-2013 = {2},
Journal-ISO = {Front. Educ.},
Doc-Delivery-Number = {N9XM2},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:001040454900001},
OA = {gold},
DA = {2023-10-02},
}

@article{ WOS:001009659500001,
Author = {Xu, Ying and Liu, Meihua},
Title = {Relations among and Predictive Effects of Anxiety, Enjoyment and
   Self-Efficacy on Chinese Interpreting Majors' Self-Rated Interpreting
   Competence},
Journal = {EDUCATION SCIENCES},
Year = {2023},
Volume = {13},
Number = {5},
Month = {APR 24},
Abstract = {It is generally acknowledged that emotions play important roles in
   second/foreign language learning. Nevertheless, though interpreting is
   highly stressful, not much research on emotions has been conducted is
   this area. Hence, this research investigated foreign language anxiety
   and enjoyment in interpreting class and self-efficacy in learning
   interpreting among Chinese university majors of interpreting. Analyses
   of 67 mixed-form questionnaires revealed the following major findings:
   (a) More than half of the participants felt anxious in the interpreting
   class, (highly) enjoyed the interpreting class and had (great)
   self-efficacy in learning interpreting well; (b) Interpreting classroom
   anxiety, enjoyment and self-efficacy were significantly related to one
   another and students' self-rated interpreting competence; (c)
   Interpreting classroom anxiety negatively predicted students' self-rated
   Chinese-English interpreting competence, while social enjoyment
   positively predicted students' self-rated English-Chinese interpreting
   competence; and (d) A number of factors were reported for students'
   anxiety and enjoyment in interpreting class and self-efficacy in
   learning interpreting. Based on these findings, some implications were
   discussed.},
Publisher = {MDPI},
Address = {ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND},
Type = {Article},
Language = {English},
Affiliation = {Liu, MH (Corresponding Author), Tsinghua Univ, Dept Foreign Languages \& Literatures, Beijing 100084, Peoples R China.
   Xu, Ying, China Foreign Affairs Univ, Dept English \& Int Studies, Beijing 100037, Peoples R China.
   Liu, Meihua, Tsinghua Univ, Dept Foreign Languages \& Literatures, Beijing 100084, Peoples R China.},
DOI = {10.3390/educsci13050436},
Article-Number = {436},
EISSN = {2227-7102},
Keywords = {foreign language anxiety; foreign language enjoyment; self-efficacy;
   interpreting class; self-rated interpreting competence},
Keywords-Plus = {FOREIGN-LANGUAGE ANXIETY; PHYSICAL-ACTIVITY; LEARNERS; SCALE;
   ACHIEVEMENT; VALIDATION; EMOTIONS},
Research-Areas = {Education \& Educational Research},
Web-of-Science-Categories  = {Education \& Educational Research},
Author-Email = {xuying@cfau.edu.cn
   liumeihua@mail.tsinghua.edu.cn},
Affiliations = {China Foreign Affairs University; Tsinghua University},
ORCID-Numbers = {Liu, Meihua/0000-0002-5951-4167},
Funding-Acknowledgement = {Fundamental Research Funds for the Central Universities
   {[}3162019ZYKB07]; 2021 Top-Notch Students of Basic Disciplines Training
   Program 2.0 Project {[}20222015]},
Funding-Text = {This research was funded by {[}2021 Top-Notch Students of Basic
   Disciplines Training Program 2.0 Project] grant number {[}20222015] and
   {[}The Fundamental Research Funds for the Central Universities] grant
   number {[}3162019ZYKB07].},
Cited-References = {An ZJ, 2021, FRONT PSYCHOL, V11, DOI 10.3389/fpsyg.2020.558466.
   {[}Anonymous], 1997, TRANSFERRE NECESSE E.
   {[}Anonymous], 2017, J EUROPEAN 2 LANGUAG, DOI {[}10.22599/jesla.6, DOI 10.22599/JESLA.6].
   {[}Anonymous], 1994, STUD SECOND LANG ACQ, DOI {[}10.1017/S0272263100012560, DOI 10.1017/S0272263100012560].
   Atkinson David, 2014, INT J INTERPRETER ED, V6, P3.
   Aydin S., 2018, J ED TRAIN STUD, V7, P180, DOI {[}10.11114/jets.v7i1.3793, DOI 10.11114/JETS.V7I1.3793].
   BANDURA A, 1977, PSYCHOL REV, V84, P191, DOI 10.1037/0033-295X.84.2.191.
   Bandura A, 2001, ANNU REV PSYCHOL, V52, P1, DOI 10.1146/annurev.psych.52.1.1.
   BANDURA A, 1989, PRIM PREV P, V13, P128.
   Bandura A., 1977, SOCIAL LEARNING THEO.
   Bates K.S., 2016, THESIS U KANSAS LAWR.
   Bolanos-Medina A, 2018, ACROSS LANG CULT, V19, P53, DOI 10.1556/084.2018.19.1.3.
   Bontempo K, 2014, TRANSL INTERPRET, V6, P23.
   Bontempo K, 2011, INTERPRETING, V13, P85, DOI 10.1075/intp.13.1.06bon.
   Botes E, 2022, APPL LINGUIST, V43, P1006, DOI 10.1093/applin/amac018.
   Botes E, 2021, MOD LANG J, V105, P858, DOI 10.1111/modl.12741.
   Boudreau C, 2018, STUD SECOND LANG LE, V8, P149, DOI 10.14746/ssllt.2018.8.1.7.
   Cai RD, 2023, INTERPRET TRANSL TRA, V17, P246, DOI 10.1080/1750399X.2023.2182590.
   Chen G, 2001, ORGAN RES METHODS, V4, P62, DOI 10.1177/109442810141004.
   Chen H, 2017, J PEDIATR PSYCHOL, V42, P569, DOI 10.1093/jpepsy/jsw103.
   CHIANG YN, 2006, THESIS U TEXAS AUSTI.
   Chiang YN, 2010, META, V55, P589, DOI 10.7202/045079ar.
   Chiang YN, 2009, META, V54, P605, DOI 10.7202/038318ar.
   Cohen J., 2013, STAT POWER ANAL BEHA.
   Cooper CaryL., 1982, MULTILINGUA, V1, P97, DOI {[}10.1515/mult.1982.1.2.97, DOI 10.1515/MULT.1982.1.2.97].
   Dever DA, 2022, DISCOURSE PROCESS, V59, P94, DOI 10.1080/0163853X.2021.1950450.
   Dewaele JM, 2023, STUD SECOND LANG ACQ, V45, P461, DOI 10.1017/S0272263122000328.
   Dewaele JM, 2018, STUD SECOND LANG LE, V8, P21, DOI 10.14746/ssllt.2018.8.1.2.
   Dewaele JM, 2018, LANG TEACH RES, V22, P676, DOI 10.1177/1362168817692161.
   Dewaele JM, 2016, SECOND LANG ACQUIS, V97, P215.
   Dewaele JM, 2014, STUD SECOND LANG LE, V4, P237, DOI 10.14746/ssllt.2014.4.2.5.
   Dong LQ, 2022, FRONT PSYCHOL, V13, DOI 10.3389/fpsyg.2022.860603.
   Dornyei Z., 2015, PSYCHOL LANGUAGE LEA.
   Fredrickson Barbara L, 1998, Rev Gen Psychol, V2, P300.
   Fredrickson BL, 2003, AM SCI, V91, P330, DOI 10.1511/2003.26.865.
   HORWITZ EK, 1986, MOD LANG J, V70, P125, DOI 10.2307/327317.
   Hung M.T., 2020, THESIS MISSISSIPPI S.
   Jameson MM, 2014, ADULT EDUC QUART, V64, P306, DOI 10.1177/0741713614541461.
   Jimenez Ivars A., 2001, INTERPRETERSNEWSLETT, V9, P105.
   Ivars AJ, 2014, INTERPRET TRANSL TRA, V8, P167, DOI 10.1080/1750399X.2014.908552.
   Kim DH, 2021, LANG TEACH RES, DOI 10.1177/13621688211027852.
   Kim SH, 2021, ENGL TEACH LEARN, DOI 10.1007/s42321-021-00083-5.
   Korpal P, 2016, POZ STUD CONTEMP LIN, V52, P297, DOI 10.1515/psicl-2016-0011.
   Lee SB, 2014, INTERPRET TRANSL TRA, V8, P183, DOI 10.1080/1750399X.2014.929372.
   Lewis BA, 2016, PSYCHOL HEALTH, V31, P456, DOI 10.1080/08870446.2015.1111372.
   Li CC, 2020, J MULTILING MULTICUL, V41, P246, DOI 10.1080/01434632.2019.1614187.
   Li CC, 2020, APPL LINGUIST REV, V11, P485, DOI 10.1515/applirev-2018-0043.
   Li CC, 2018, SYSTEM, V76, P183, DOI 10.1016/j.system.2018.06.004.
   Liu M., 2023, THEORY PRACT 2 LANG.
   Liu MH, 2008, MOD LANG J, V92, P71, DOI 10.1111/j.1540-4781.2008.00687.x.
   Liu MH, 2021, SAGE OPEN, V11, DOI 10.1177/21582440211047550.
   Liu MH, 2022, ASIA-PAC EDUC RES, V31, P205, DOI 10.1007/s40299-020-00550-w.
   Liu M, 2022, APPL INTELL, V52, P16069, DOI 10.1007/s10489-021-03102-x.
   MacIntyre P, 2012, STUD SECOND LANG LE, V2, P193, DOI 10.14746/ssllt.2012.2.2.4.
   Maclntyre P. D., 2002, INDIVIDUAL DIFFERENC, P45, DOI DOI 10.1075/LLLT.2.05MAC.
   Mashhady H., 2015, THEORY PRACT LANG ST, V5, P2366, DOI {[}10.17507/tpls.0511.22, DOI 10.17507/TPLS.0511.22].
   Mensink MC, 2022, DISCOURSE PROCESS, V59, P76, DOI 10.1080/0163853X.2021.1918492.
   Moser-Mercer B., 1998, INTERPRETING, V3, P47, DOI {[}10.1075/intp.3.1.03mos, DOI 10.1075/INTP.3.1.03MOS].
   Mowrer O. H., 1960, LEARNING THEORY BEHA, DOI {[}10.1037/10802-000, DOI 10.1037/10802-000].
   Puente-Diaz R, 2017, THINK SKILLS CREAT, V24, P1, DOI 10.1016/j.tsc.2017.02.001.
   Reeve J., 2009, UNDERSTANDING MOTIVA.
   Richards L., 2009, HANDLING QUALITATIVE.
   Ryan R. M., 1990, LEARN INDIVID DIFFER, V2, P1, DOI {[}10.1016/1041-6080(90)90014-8, DOI 10.1016/1041-6080(90)90014-8].
   Saito K, 2018, LANG LEARN, V68, P709, DOI 10.1111/lang.12297.
   Salanova Soria M., 2008, M TODO TEOR A INVEST, P157.
   Salovey P., 2004, EMOTIONAL INTELLIGEN.
   Seleskovitch D., 1978, INTERPRETING INT C.
   Shih H., 2019, INT ED STUDIES, V12, P24, DOI {[}10.5539/ies.v12n3p24, DOI 10.5539/IES.V12N3P24].
   Spielberger C., 1983, MANUAL STATE TRAIT A.
   Spielberger CD., 1970, STATE TRAIT ANXIETY.
   Swain M, 2013, LANG TEACHING, V46, P195, DOI 10.1017/S0261444811000486.
   Teimouri Y, 2019, STUD SECOND LANG ACQ, V41, P363, DOI 10.1017/S0272263118000311.
   Tomkins S., 1962, AFFECT IMAGERY CONSC.
   Trevors GJ, 2022, DISCOURSE PROCESS, V59, P36, DOI 10.1080/0163853X.2021.1917950.
   Tsai Y., 2018, J TEFLIN, V29, P129, DOI {[}10.15639/teflinjournal.v29i1/129-148, DOI 10.15639/TEFLINJOURNAL.V29I1/129-148].
   Wang C, 2013, INT J EDUC RES, V59, P24, DOI 10.1016/j.ijer.2013.02.004.
   Wang X, 2023, CURR PSYCHOL, V42, P6682, DOI 10.1007/s12144-021-02008-8.
   Wong MSL, 2005, RELC J, V36, P245, DOI 10.1177/0033688205060050.
   Wood RE, 2000, APPL PSYCHOL-INT REV, V49, P430, DOI 10.1111/1464-0597.00024.
   Woodrow L, 2011, SYSTEM, V39, P510, DOI 10.1016/j.system.2011.10.017.
   Yan J.X., 2012, INTERPRET TRANSL TRA, V6, P171, DOI {[}10.1080/13556509.2012.10798835, DOI 10.1080/13556509.2012.10798835].
   Yan JX, 2022, FRONT PSYCHOL, V13, DOI 10.3389/fpsyg.2022.952664.
   Young D.J., 1999, AFFECT FOREIGN LANGU, P24.
   ZEIER Hans, 1997, INTERPRETING, V2, P231, DOI DOI 10.1075/INTP.2.1-2.09ZEI.},
Number-of-Cited-References = {84},
Times-Cited = {0},
Usage-Count-Last-180-days = {7},
Usage-Count-Since-2013 = {7},
Journal-ISO = {Educ. Sci.},
Doc-Delivery-Number = {J4XK5},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:001009659500001},
OA = {gold},
DA = {2023-10-02},
}

@article{ WOS:000928619100001,
Author = {Chan, Venus},
Title = {Investigating the impact of a virtual reality mobile application on
   learners' interpreting competence},
Journal = {JOURNAL OF COMPUTER ASSISTED LEARNING},
Year = {2023},
Month = {2023 FEB 7},
Abstract = {BackgroundThis research is inspired by the challenges encountered in
   interpreter training, changes in learning needs in the technological
   era, the educational paradigm shift caused by the COVID-19 pandemic, the
   lack of studies on combining virtual reality (VR)\_and mobile
   technologies, and literature gaps in the field of the incorporation of
   technology in interpreter education. ObjectivesThis research aims to
   develop a mobile-based VR application for bi-directional English-Chinese
   and Chinese-English interpreting learning named `Virtual Interpreting
   Practice' (VIP) based on an interpreting competence model and to
   investigate its impact on students' self-rated language and interpreting
   proficiency levels as well as their declarative knowledge and operative
   skills as reflected in different interpreting modes (sight and
   consecutive) and language directions (English-Chinese and
   Chinese-English). The VIP app contains learning resources, including 13
   learning modules covering both interpreting modes, practical topics and
   contexts, video lectures and demonstrations, fully immersive VR and
   non-VR practice, glossary lists, source texts, translated texts and an
   online feedback platform. MethodsThirty-one native Chinese-speaking
   English as a second/foreign (ESL/EFL) undergraduate students used the
   app for self-directed learning. The data were collected by the pre-study
   and post-study questionnaires as well as the pre-test and post-test.
   Results and ConclusionsThe results indicate that the use of VIP
   significantly raised the students' self-rated language and interpreting
   proficiency levels as well as their interpreting performance in both
   modes and language directions. While the students performed better in
   sight interpreting and Chinese-English interpreting, they achieved a
   significantly higher improvement rate in consecutive interpreting and
   English-Chinese interpreting.},
Publisher = {WILEY},
Address = {111 RIVER ST, HOBOKEN 07030-5774, NJ USA},
Type = {Article; Early Access},
Language = {English},
Affiliation = {Chan, V (Corresponding Author), Hong Kong Metropolitan Univ, Hong Kong, Peoples R China.
   Chan, Venus, Hong Kong Metropolitan Univ, Dept Humanities Language \& Translat, Hong Kong, Peoples R China.
   Chan, Venus, Hong Kong Metropolitan Univ, Hong Kong, Peoples R China.},
DOI = {10.1111/jcal.12796},
EarlyAccessDate = {FEB 2023},
ISSN = {0266-4909},
EISSN = {1365-2729},
Keywords = {interpreting competence; mobile application; mobile-assisted language
   learning (MALL); virtual reality (VR); VR-assisted language learning
   (VRALL)},
Keywords-Plus = {STUDENTS; EDUCATION; TECHNOLOGIES; INFORMATION; HEALTH},
Research-Areas = {Education \& Educational Research},
Web-of-Science-Categories  = {Education \& Educational Research},
Author-Email = {vwmchan@hkmu.edu.hk},
Affiliations = {Hong Kong Metropolitan University; Hong Kong Metropolitan University},
ResearcherID-Numbers = {Chan, Venus/HCH-0941-2022},
ORCID-Numbers = {Chan, Venus/0000-0003-3722-9477},
Funding-Acknowledgement = {Hong Kong Metropolitan University Research Grant {[}2019/1.2]},
Funding-Text = {ACKNOWLEDGEMENTS The work described in this paper was fully supported by
   the Hong Kong Metropolitan University Research Grant (No. 2019/1.2).},
Cited-References = {Akcayir M, 2017, EDUC RES REV-NETH, V20, P1, DOI 10.1016/j.edurev.2016.11.002.
   Albl-Mikasa M., 2013, INTERPRETERS NEWSLET, V18, P17, DOI {[}10.21256/ZHAW-4081, DOI 10.21256/ZHAW-4081].
   Alcina A, 2008, TARGET-NETH, V20, P79, DOI 10.1075/target.20.1.05alc.
   Aminatun D., 2019, METATHESIS J ENGLISH, V3, P214, DOI {[}10.31002/metathesis.v3i2.1982, DOI 10.31002/METATHESIS.V3I2.1982].
   {[}Anonymous], 2000, REUSSIR FORMATION CO.
   {[}Anonymous], TEACHING TRANSLATION.
   {[}Anonymous], 2008, REDIT.
   Arocha I. S., 2005, INT C TRANSL INT SEP.
   Bao CY, 2015, ROUT HANDB APPL, P400.
   Barnett AG, 2005, INT J EPIDEMIOL, V34, P215, DOI 10.1093/ije/dyh299.
   Berber-Irabien D., 2010, INFORM COMMUNICATION.
   Berns A, 2021, RIED-REV IBEROAM EDU, V24, P159, DOI 10.5944/ried.24.1.27486.
   Bovermann K, 2018, INT J EDUC TECHNOL H, V15, DOI 10.1186/s41239-018-0107-0.
   Braun S., 2011, IVY INTERPRETING VIR.
   Braun S., 2013, IVY INTERPRETING VIR.
   Braun S, 2014, INTERPRET TRANSL TRA, V8, P469, DOI 10.1080/1750399X.2014.971484.
   Cenkova I., 2010, HDB TRANSLATION STUD, V1, P320.
   Chan V., 2021, J TECHNICAL ED, V9, P123.
   Chan V., 2021, J ENGLISH LEARNER ED, V12, P1.
   Chan V., 2021, ADV ED SCI, V3, P4.
   Chan V., 2020, SOCIAL SCI ED RES RE, V7, P48.
   Chan V., 2013, THESIS U HONG KONG P.
   Chan VN, 2022, INTERACT LEARN ENVIR, DOI 10.1080/10494820.2022.2147958.
   Chan W. M., 2018, SOC SCI ED RES REV, V5, P40.
   Chen JC, 2020, J COMPUT ASSIST LEAR, V36, P46, DOI 10.1111/jcal.12389.
   Chen YY, 2023, COMBUST SCI TECHNOL, V195, P2801, DOI 10.1080/00102202.2022.2041000.
   Chiang THC, 2014, COMPUT EDUC, V78, P97, DOI 10.1016/j.compedu.2014.05.006.
   Chinnery GM, 2006, LANG LEARN TECHNOL, V10, P9.
   Chou I., 2020, LEARNING TECHNOLOGIE, P401.
   Donovan C., 2006, EMCI C LOND.
   Elaish MM, 2023, COMPUT ASSIST LANG L, V36, P430, DOI 10.1080/09588221.2021.1931341.
   Elliott A.C., 2007, STAT ANAL QUICK REFE.
   Funk S, 2016, J HAND SURG-AM, V41, P150, DOI 10.1016/j.jhsa.2014.08.044.
   Gerber L, 2021, J SPEC TRANSL, P252.
   Gruber A., 2020, COGN AFFECT BEHAV NE, P235, DOI DOI 10.4018/978-1-7998-3250-8.CH012.
   Hlavac J., 2020, CHINESE ENGLISH INTE.
   Hubscher-Davidson Severine, 2017, TRANSLATION EMOTION.
   Albir AH, 2007, INTERPRET TRANSL TRA, V1, P163, DOI 10.1080/1750399X.2007.10798757.
   Kajzer-Wietrzny M., 2014, INTEGRATING TECHNOLO.
   Ko L., 2006, INTERPRETING, V8, P67.
   Ko L, 2008, META, V53, P814, DOI 10.7202/019649ar.
   Lee Areum, 2019, {[}Korean Journal of English Language and Linguistics, 영어학], V19, P688, DOI 10.15738/kjell.19.4.201912.688.
   Li C, 2020, J COMPUT ASSIST LEAR, V36, P625, DOI 10.1111/jcal.12432.
   Li KC, 2021, INTERACT LEARN ENVIR, V29, P182, DOI 10.1080/10494820.2020.1811735.
   Lim L, 2013, INTERPRET TRANSL TRA, V7, P71.
   Lin V, 2023, COMPUT ASSIST LANG L, V36, P906, DOI 10.1080/09588221.2021.1954663.
   Liu RX, 2022, J COMPUT ASSIST LEAR, V38, P1422, DOI 10.1111/jcal.12688.
   Lu H., 2022, ASIA PAC J EDUC, P1.
   Makransky G, 2019, J COMPUT ASSIST LEAR, V35, P691, DOI 10.1111/jcal.12375.
   Merchant Z, 2014, COMPUT EDUC, V70, P29, DOI 10.1016/j.compedu.2013.07.033.
   Mok KH, 2021, INT J EDUC RES, V105, DOI 10.1016/j.ijer.2020.101718.
   Nord Christiane., 1997, TRANSLATING PURPOSEF.
   Olvera-Lobo MD., 2009, BABEL, V55, P165, DOI {[}10.1075/babel.55.2.05olv, DOI 10.1075/BABEL.55.2.05OLV].
   Pan J, 2017, TARGET-NETH, V29, P110, DOI 10.1075/target.29.1.05pan.
   Peixoto B, 2021, IEEE ACCESS, V9, P48952, DOI 10.1109/ACCESS.2021.3068858.
   Prandi B., 2020, USE CAI TOOLS INTERP.
   Ritsos P. D., 2012, PAPER PRESENTED 2012.
   Russell D., 2005, BENJAMINS TRANSLATIO, V63, P135, DOI DOI 10.1075/BTL.63.10RUS.
   Sahin M, 2013, INTERPRET TRANSL TRA, V7, P91.
   Sandrelli A., 2002, PERSPECTIVES INTERPR, P189.
   Sandrelli A., 2005, PAPER PRESENTED MUTR.
   Sandrelli A, 2007, INTERPRET TRANSL TRA, V1, P269, DOI 10.1080/1750399X.2007.10798761.
   Shreve Gregory M., 2010, TRANSLATION COGNITIO, P63, DOI 10.1075/ata.xv.05shr.
   Tikhonova EV, 2014, PROCD SOC BEHV, V154, P534, DOI 10.1016/j.sbspro.2014.10.181.
   Tymczynska M., 2013, PEDAGOGICAL EVALUATI.
   Tymczynska M, 2009, J SPEC TRANSL, P148.
   Wang B., 2015, INT J INTERPRETER ED, V7, P65.
   Wang Binhua, 2009, FOREIGN LANGUAGE WOR, V2, P23.
   Wang H., 2017, E J TRANSLATION CIUT, V2017, P24.
   Xie Y, 2021, COMPUT ASSIST LANG L, V34, P225, DOI 10.1080/09588221.2019.1604551.
   Xu R., 2015, THESIS U LEEDS.
   Yan JX, 2018, NEW FRONT TRANSL STU, P59, DOI 10.1007/978-981-10-6958-1\_4.
   York J, 2021, RECALL, V33, P49, DOI 10.1017/S0958344020000154.},
Number-of-Cited-References = {73},
Times-Cited = {0},
Usage-Count-Last-180-days = {17},
Usage-Count-Since-2013 = {21},
Journal-ISO = {J. Comput. Assist. Learn.},
Doc-Delivery-Number = {8S5KB},
Web-of-Science-Index = {Social Science Citation Index (SSCI)},
Unique-ID = {WOS:000928619100001},
DA = {2023-10-02},
}

@article{ WOS:000937810100001,
Author = {Hlavac, Jim},
Title = {Knowledge, skills and abilities (KSAs) as a metric to re-conceptualise
   aptitude: a multi-stakeholder perspective},
Journal = {INTERPRETER AND TRANSLATOR TRAINER},
Year = {2023},
Volume = {17},
Number = {1, SI},
Pages = {29-53},
Month = {JAN 2},
Abstract = {Aptitude is a hypernym used in training and practice-based contexts to
   refer to a person's natural or acquired ability to do something. It
   tends to be an attribute that is `forward-looking', i.e. referring to a
   person's probability of achieving success in the future. This paper
   adopts a retrospective perspective in looking at the `success
   achievement' of (would-be) interpreters and employs the term knowledge,
   skills and abilities (KSAs). The research questions that this paper
   addresses relate to frequency of KSAs referred to across four
   `stakeholder areas' relevant to interpreter performance: studies from
   pedagogues on training and (pre-qualification) testing;
   testing/credentialing authorities; industry-based organisations; and
   trainee and practising interpreters themselves. Comparison across the
   four stakeholder areas shows that the training and testing, and
   credentialing stakeholder areas most frequently identify linguistic and
   transfer-based KSAs, with moderate attention afforded to intercultural
   skills, discourse analysis skills, social interactional skills and
   knowledge bases across different thematic areas, and demonstration of
   knowledge of ethics. The industry-based stakeholder area records high
   levels of frequency for KSAs to do with research, terminology, business,
   self-assessment and ICT skills, alongside linguistic, and interactional
   KSAs. Overall, however, the broadest spread of frequently identified
   KSAs is recorded amongst the trainee and practitioner stakeholder group.},
Publisher = {ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD},
Address = {2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND},
Type = {Article},
Language = {English},
Affiliation = {Hlavac, J (Corresponding Author), Monash Univ, Sch Languages Literatures Cultures \& Linguist, Melbourne, Australia.
   Hlavac, Jim, Monash Univ, Sch Languages Literatures Cultures \& Linguist, Melbourne, Australia.},
DOI = {10.1080/1750399X.2023.2170052},
EarlyAccessDate = {FEB 2023},
ISSN = {1750-399X},
EISSN = {1757-0417},
Keywords = {Interpreters; trainee interpreters; interpreter skill sets; interpreting
   KSAs},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics; Language \& Linguistics},
Author-Email = {Jim.Hlavac@monash.edu},
Affiliations = {Monash University},
Cited-References = {Agentschap Integratie en Inburgering/Kruispunt Migratie-Integratie, 2015, TRAIN CERT SOC INT F.
   Albl-Mikasa M., 2013, INTERPRETERS NEWSLET, V18, P17, DOI {[}10.21256/ZHAW-4081, DOI 10.21256/ZHAW-4081].
   {[}Anonymous], 1985, META, DOI DOI 10.7202/002176AR.
   {[}Anonymous], 2018, 188412018 ISO.
   ASTM International, 2007, F2089 ASTM INT.
   Chesher T., 2003, CRITICAL LINK 3 INTE, P273, DOI {[}10.1075, DOI 10.1075/INTP.16.1.02CHA].
   CIoL, 2020, QUAL SPEC CIOLQ LEV.
   CISOC, 2016, GUID CILISAT TEST.
   Corsellis A, 2008, PALG TXB TRANSL INTE, P1, DOI 10.1057/9780230581951.
   Dweck C. S., 2002, DEV ACHIEVEMENT MOTI, P57, DOI {[}10.1016/B978-012750053-9/50005-X, DOI 10.1016/B978-012750053-9/50005-X].
   Gardner H., 1981, QUEST MIND PIAGET LE.
   Gile D, 2009, MONTI, V1, P135.
   Gomez M., 2007, INTERPRETING, V9, P71, DOI 10.1075/intp.9.1.05lop.
   Graneheim UH, 2004, NURS EDUC TODAY, V24, P105, DOI 10.1016/j.nedt.2003.10.001.
   Hale SB, 2007, RES PRACT APPL LINGU, P1, DOI 10.1057/9780230593442.
   Heimerl-Moggan K., 2016, CHALLENGES OPPORTUNI, P111.
   Institute of Linguists Educational Trust (IoLET), 2010, DIPL PUBL SERV INT H.
   Jacobson HE, 2009, AM TRANSLAT AS SCH, V14, P49.
   Lee J, 2008, INTERPRET TRANSL TRA, V2, P165, DOI 10.1080/1750399X.2008.10798772.
   Mikkelson Holly, 2014, PUBLIC SERVICE INTER, V1, P9.
   Moser-Mercer B., 1985, META, V30, P97, DOI {[}10.7202/003631ar, DOI 10.7202/003631AR].
   Munyangeyo T., 2016, CHALLENGES OPPORTUNI, P161.
   NAATI, 2016, NAATI INT CERT KNOWL.
   NAATI, STEP 1B ENGL PROF.
   NAATI National Accreditation Authority of Translators and Interpreters, CERT INT CAND INF.
   Perez I., 2011, MODELLING FIELD COMM, P242.
   Pochhacker F, 2001, META, V46, P410, DOI 10.7202/003847ar.
   Roberts R., 2002, TEACHING TRANSLATION, P157, DOI {[}10.1075/btl.42.20rob, DOI 10.1075/BTL.42.20R0B].
   Rudvin M, 2011, INTERPRETING IN THE COMMUNITY AND WORKPLACE, P1, DOI 10.1057/9780230307469.
   Russo M, 2011, INTERPRETING, V13, P5, DOI 10.1075/intp.13.1.02rus.
   Ryle Gilbert, 2009, CONCEPT MIND.
   Sam Houston State University, 2020, KNOWL SKILLS AB KSA.
   Seleskovitch D., 1978, INTERPRETING INT C.
   Skaaden Hanne, 1999, INT J APPL LINGUISTI, V9, P77, DOI DOI 10.1111/J.1473-4192.1999.TB00160.X.
   Standards Australia S., 2019, 136112014 ISO.
   STEVENS MJ, 1994, J MANAGE, V20, P503, DOI 10.1016/0149-2063(94)90025-6.
   Timarova S, 2009, AM TRANSLAT AS SCH, V14, P225.
   Valero-Garces C., 2011, MODELLING FIELD COMM, P125.
   Vermeiren H., 2019, INT J PUBLIC ADM DIG, V6, P183.
   Vermeiren H, 2009, AM TRANSLAT AS SCH, V14, P297.
   Wagenaar R., 2014, J HIGH EDUC, V1, P279, DOI {[}DOI 10.18543/TJHE-1(2)-2014PP279-302, 10.18543/tjhe-1(2)-2014pp279-302].},
Number-of-Cited-References = {41},
Times-Cited = {0},
Usage-Count-Last-180-days = {1},
Usage-Count-Since-2013 = {1},
Journal-ISO = {Interpret. Transl. Train.},
Doc-Delivery-Number = {9V7WR},
Web-of-Science-Index = {Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)},
Unique-ID = {WOS:000937810100001},
DA = {2023-10-02},
}

@article{ WOS:000935511400001,
Author = {Zhao, Nan},
Title = {A validation study of a consecutive interpreting test using many-facet
   Rasch analysis},
Journal = {FRONTIERS IN COMMUNICATION},
Year = {2023},
Volume = {7},
Month = {FEB 1},
Abstract = {Validation is the process of conducting a validity study on a test,
   gathering evidence to support inferences made based on test scores.
   Using many-facet Rasch analysis this paper validates the result of a
   consecutive interpreting test from four aspects: rating scale, raters,
   examinees and interpreting tasks. The study also identifies factors that
   affect the test results through bias analysis. The results of this
   analysis show that: (1) this analytical rating scale and task design can
   effectively reflect the examinees' interpreting competence, thus making
   it suitable for validating interpreting assessments; (2) one of the
   sub-scales: interpreting skills and manners, has a slightly negative
   effect on the overall validity of the assessment, making further
   revision on this sub-scale desirable.},
Publisher = {FRONTIERS MEDIA SA},
Address = {AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND},
Type = {Article},
Language = {English},
Affiliation = {Zhao, N (Corresponding Author), Hong Kong Baptist Univ, Dept Translat Interpreting \& Intercultural Studies, Kowloon, Hong Kong, Peoples R China.
   Zhao, Nan, Hong Kong Baptist Univ, Dept Translat Interpreting \& Intercultural Studies, Kowloon, Hong Kong, Peoples R China.},
DOI = {10.3389/fcomm.2022.1047389},
Article-Number = {1047389},
EISSN = {2297-900X},
Keywords = {many-facet Rasch analysis; validity; consecutive interpreting; analytic
   rating scale; interpreting assessment},
Keywords-Plus = {PERFORMANCE; ENGLISH; ACCURACY; QUALITY},
Research-Areas = {Communication},
Web-of-Science-Categories  = {Communication},
Author-Email = {nanzhao@hkbu.edu.hk},
Affiliations = {Hong Kong Baptist University},
Cited-References = {{[}Anonymous], 1996, MEASURING 2 LANGUAGE.
   {[}Anonymous], 1969, P 2 LOUISVILLE C RAT.
   {[}Anonymous], 2010, USERS GUIDE FACETS R.
   {[}Anonymous], MULTILINGUA.
   {[}Anonymous], 1995, TARGET-NETH, DOI DOI 10.1075/TARGET.7.1.12GIL.
   {[}Anonymous], 2010, APPL RASCH MODEL FUN.
   Bonk W. J., 2003, LANG TEST, V20, P89, DOI {[}10.1191/0265532203lt245oa, DOI 10.1191/0265532203LT245OA].
   Brennan R. L., 2001, GEN THEORY.
   Carmines, 1979, QUANTITATIVE APPL SO, DOI {[}10.4135/9781412985642, DOI 10.4135/9781412985642].
   CARROLL JB, 1966, MECH TRANSL, V9, P55.
   Clifford A., 2004, PRELIMINARY INVESTIG, DOI {[}10.20381/ruor-12761, DOI 10.20381/RUOR-12761].
   GERVER D, 1974, ACTA PSYCHOL, V38, P159, DOI 10.1016/0001-6918(74)90031-6.
   Han, 2021, TESTING ASSESSMENT I, P85, DOI {[}10.1007/978-981-15-8554-8\_5, DOI 10.1007/978-981-15-8554-8\_5].
   Han C, 2021, INTERPRETING, V23, P245, DOI 10.1075/intp.00058.han.
   Han C, 2022, LANG TEST, V39, P30, DOI 10.1177/02655322211036100.
   Han C, 2017, LING ANTVERP NEW SER, V16, P196.
   Han C, 2016, LANG ASSESS Q, V13, P186, DOI 10.1080/15434303.2016.1211132.
   Han C, 2015, INTERPRETING, V17, P255, DOI 10.1075/intp.17.2.05han.
   Khorami F, 2019, SENDEBAR, P221, DOI 10.30827/sendebar.v30i0.8512.
   Kopczynski A, 1994, BENJAMIN TRANSL LIB, V2, P189.
   Kurz I, 2001, META, V46, P394, DOI 10.7202/003364ar.
   Latief M. A., 2009, THESIS.
   Lee TH, 2002, META, V47, P596, DOI 10.7202/008039ar.
   Lee TH, 1999, META, V44, P260, DOI 10.7202/003443ar.
   Lee TH, 1999, META, V44, P560, DOI 10.7202/003444ar.
   Li Q., 2010, COMPUT ASSIST FOREIG, V1, P19.
   Linacre J. M., 1989, MANY FACETED RASCH M.
   Liu J., 2005, MOD LANG J, V28, P157.
   Liu M., 2006, J NATL I COMPILATION, V34, P57.
   MASTERS GN, 1982, PSYCHOMETRIKA, V47, P149, DOI 10.1007/BF02296272.
   MESSICK S, 1995, AM PSYCHOL, V50, P741, DOI 10.1037/0003-066X.50.9.741.
   Messick S., 1996, LANG TEST, V13, P241, DOI {[}DOI 10.1177/026553229601300302, 10.1177/026553229601300302].
   Messick S., 1989, ED RES, V18, P5, DOI {[}DOI 10.3102/0013189X018002005, 10.3102/0013189X018002005].
   Moser P., 1996, INTERPRETING, VI, P145, DOI DOI 10.1075/INTP.1.2.01MOS.
   Roberts RP, 1995, CONNECTIONS - PROCEEDINGS OF THE 36TH ANNUAL CONFERENCE OF THE AMERICAN TRANSLATORS ASSOCIATION, P135.
   Sullivan Gail M, 2011, J Grad Med Educ, V3, P119, DOI 10.4300/JGME-D-11-00075.1.
   The National Interpreting Competition Committee, 2015, RAT SCAL 2010 TAC NA.
   Tiselius E, 2009, AM TRANSLAT AS SCH, V14, P95.
   Weigle S. C., 1998, LANG TEST, V15, P263, DOI DOI 10.1177/026553229801500205.
   Weir CJ, 2005, RES PRACT APPL LINGU, P1, DOI 10.1057/9780230514577.
   Wright B., 1982, RATING SCALE ANAL ME.
   Wu J., 2013, ANAL SCORING INTERPR, P277.
   Wu S. -C., 2010, THESIS NEWCASTLE U U.},
Number-of-Cited-References = {43},
Times-Cited = {0},
Usage-Count-Last-180-days = {1},
Usage-Count-Since-2013 = {1},
Journal-ISO = {Front. Commun.},
Doc-Delivery-Number = {9C6FT},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:000935511400001},
OA = {gold},
DA = {2023-10-02},
}

@article{ WOS:001047027700001,
Author = {Gomez, Coral Ivy Hunt},
Title = {Insults, offensive language, and taboo words in court interpreting in
   Spain: A corpus study of interpreted renditions by higher education
   students},
Journal = {TRANSLATION \& INTERPRETING-THE INTERNATIONAL JOURNAL OF TRANSLATION AND
   INTERPRETING},
Year = {2023},
Volume = {15},
Number = {2},
Pages = {1-17},
Abstract = {The court interpreter's performance is integral to ensuring a fair
   trial. When dealing with insults, offensive language, and taboo words it
   is especially important to interpret renditions accurately and
   completely, as uttered insults or other expressions of verbal violence
   may be considered an aggravating factor of an offence, or they may in
   themselves constitute the offence of defamation {[}injuria] or
   defamatory allegation of a criminal offence {[}calumnia] under the
   Spanish Criminal Code. An experimental study was carried out in order to
   test the hypothesis that students with a good language and interpreting
   skills are unable to interpret this type of rendition in a court
   setting. A corpus was created compiling the renditions of 46 higher
   education students while they did the interpreting exercises from a
   collection of specific teaching materials based on the use of
   audiovisual recordings of real criminal trials (Hunt-Gomez, 2013). There
   were 123 renditions per student, with a total number of 5,658
   renditions, of which only those containing insults, offensive language,
   or taboo words were analysed, transcribed, and categorised according to
   the student's ability to convey meaning and to express the intensity of
   the original message. Results showed that dealing with impolite or taboo
   language was an added difficulty for students, despite their command of
   both their working languages and interpreting techniques. Consequently,
   interpreting training should include specific exercises in order to
   trigger students to produce a pragmatic equivalent when dealing with
   these types of renditions so that future interpreters are equipped with
   the appropriate strategies when faced with real-life situations.},
Publisher = {UNIV WESTERN SYDNEY, INTERPRETING \& TRANSLATION RESEARCH GROUP},
Address = {LOCKED BAG 1797, PENRITH SOUTH DC, NSW 1797, AUSTRALIA},
Type = {Article},
Language = {English},
Affiliation = {Gomez, CIH (Corresponding Author), Univ Seville, Seville, Spain.
   Gomez, Coral Ivy Hunt, Univ Seville, Seville, Spain.},
DOI = {10.12807/ti.115202.2023.a08},
ISSN = {1836-9324},
Keywords = {Interpreter training; profanity; court interpreting; taboo language;
   Spain},
Keywords-Plus = {ISSUES},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics},
Author-Email = {coralhuntg@us.es},
Affiliations = {University of Sevilla},
Funding-Acknowledgement = {SAV 2021 of the University of Seville},
Funding-Text = {This work continues in a Multimedia Teaching Resources Production
   Initiative supported by SAV 2021 of the University of Seville. Please
   see. https://doi.org/10.35466/RA2022n6804},
Cited-References = {Abril-Marti M. I., 2020, WEB FORMACION SOS VI.
   {[}Anonymous], DIR 2010 64 EU EUR P.
   {[}Anonymous], 1995, ORGANIC LAW 10 1995.
   APTIJ. Spanish Professional Association of Court and Sworn Interpreters and Translators, 2010, COD ETH COURT SWORN.
   Berk-Seligson S., 2017, BILINGUAL COURTROOM.
   Del-Pozo-Trivino M., 2022, LINKTERPRETING.
   Felberg T. R., 2017, FLEKS SCANDINAVIAN J, V4, P1, DOI {[}10.7577/fleks.2436, DOI 10.7577/FLEKS.2436].
   Garces CV, 2015, TRANSL INTERPRET, V7, P90.
   Gonzalez LP, 2006, J PRAGMATICS, V38, P390, DOI 10.1016/j.pragma.2005.05.010.
   Hale S, 2020, MULTILINGUA, V39, P369, DOI 10.1515/multi-2019-0065.
   Hale S, 2019, INTERPRET TRANSL TRA, V13, P107, DOI 10.1080/1750399X.2018.1541649.
   Hale S, 2014, PERSPECT STUD TRANSL, V22, P321, DOI 10.1080/0907676X.2013.827226.
   Hatim Basil., 1990, DISCOURSE TRANSLATOR.
   Horan G, 2013, LANG INTERCULT COMM, V13, P283, DOI 10.1080/14708477.2013.804533.
   House J., 1977, MODEL TRANSLATION QU.
   Hunt Gomez C.I., 2020, ESPACIOS, V41, P24.
   Hunt Gomez C. I., 2014, RE CONSIDERANDO TICA, P38.
   Hunt Gomez C.I., 2013, APLICACION NUEVAS TE.
   Hunt-Gomez C.I., 2017, PRACTICA TRADUCCION, P251.
   Hunt-Gomez C.I., 2019, DIDACTICA INTERPRETA.
   Hunt-Gomez C.I., 2018, TRANSLATION INTERPRE, P11.
   Interpreting in Virtual Reality (IVY), 2011, 5118622010LLPUKKAKA3.
   Ivarsson Jan., 1998, SUBTITLING.
   Hunt-Gomez CI, 2015, INTERPRET TRANSL TRA, V9, P188, DOI 10.1080/1750399X.2015.1051770.
   Jacobsen B, 2008, INTERPRETING, V10, P128, DOI 10.1075/intp.10.1.08jac.
   Avila-Cabrera JJ, 2016, TRANS-REV TRAD, P25.
   Kelly Dorothy., 2007, BOUNDARIES INT PERSP, P128.
   Liyanage I, 2015, LANG CULT CURRIC, V28, P113, DOI 10.1080/07908318.2015.1031675.
   Magnifico C, 2016, TRANSL INTERPRET, V8, P26, DOI 10.12807/ti.108202.2016.a03.
   Mercury R.E., 1995, TESL CANADA JOURNALR, V13, P28, DOI {[}10.18806/tesl.v13i1.659, DOI 10.18806/TESL.V13I1.659].
   Mikkelson H., 1999, VERBATIM INTERPRETAT.
   Mugford G., 2008, ELT J, V62, P375, DOI {[}10.1093/elt/ccm066, DOI 10.1093/ELT/CCM066].
   NAJIT (National Association of Judiciary Interpreters and Translators), 2002, CODE ETHICS PROFESSI.
   Ortega Herraez J.M., 2011, INTERPRETAR JUSTICIA.
   Rojo Lopez A.M., 2000, REV INVESTIGACION LI, V1, P207.
   Schweda Nicholson N., 1995, CRITICAL LINK INTERP, P259.
   Townsley B., 2011, BUILDING MUTUAL TRUS.
   Valero-Garces C, 2010, TRANSL INTERPRET, V2, P44.},
Number-of-Cited-References = {38},
Times-Cited = {0},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {0},
Journal-ISO = {Transl. Interpret.},
Doc-Delivery-Number = {O9OA5},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:001047027700001},
OA = {gold},
DA = {2023-10-02},
}

@article{ WOS:000941189700009,
Author = {Mohammed, Hala Ghanim and Mustafa, Balsam},
Title = {Forced to go online: A case study of learning consecutive and
   simultaneous interpreting under Covid-19 in Iraq},
Journal = {TRANSLATION \& INTERPRETING-THE INTERNATIONAL JOURNAL OF TRANSLATION AND
   INTERPRETING},
Year = {2023},
Volume = {15},
Number = {1},
Pages = {176-199},
Abstract = {This paper explores the perspectives of Iraqi undergraduates studying
   consecutive and simultaneous interpreting (CI, SI) in the Department of
   Translation at Mustansiriyah University in Iraq following the sudden
   transition to the online environment due to Covid-19. The online mode of
   teaching and learning has never been adopted in Iraq before. This study,
   therefore, aims to investigate the challenges and opportunities that
   have emerged from this unprecedented experience of online learning. It
   does so by adopting a mixed-method approach combining an online survey
   and two online focus group sessions. We also conducted two online pilot
   experiments to test the feasibility of the Zoom app to teach CI and SI
   synchronously. The main findings of this study suggest that while a
   synchronous online learning environment would potentially contribute to
   enhancing interpreting skills, the online mode cannot totally replace
   actual classes in the Iraqi higher education context unless a rigorous
   infrastructure is first established.},
Publisher = {UNIV WESTERN SYDNEY, INTERPRETING \& TRANSLATION RESEARCH GROUP},
Address = {LOCKED BAG 1797, PENRITH SOUTH DC, NSW 1797, AUSTRALIA},
Type = {Article},
Language = {English},
Affiliation = {Mohammed, HG (Corresponding Author), Mustansirriyah Univ, Baghdad, Iraq.
   Mohammed, Hala Ghanim, Mustansirriyah Univ, Baghdad, Iraq.
   Mustafa, Balsam, Univ Warwick, Coventry, England.},
DOI = {10.12807/ti.115201.2023.a09},
ISSN = {1836-9324},
Keywords = {Online learning; synchronous; asynchronous; consecutive interpreting;
   simultaneous interpreting},
Keywords-Plus = {GOOGLE CLASSROOM; SOCIAL PRESENCE; STUDENTS; TECHNOLOGY; TRANSLATION;
   ACCEPTANCE; FRAMEWORK; ATTITUDES; IMPACT; MODE},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics},
Author-Email = {h.mohammed@uomustansiriyah.edu.iq
   Balsam.Mustafa@warwick.ac.uk},
Affiliations = {University of Warwick},
Cited-References = {Abdul Razaq J.S., 2020, ARTICLE ONLINE LEARN.
   Abu-Ayfah Z.A., 2020, ENGLISH LANGUAGE TEA, V13, P51, DOI {[}10.5539/elt.v13n1p51, DOI 10.5539/ELT.V13N1P51].
   Adnan M., 2020, J PEDAGOGICAL SOCIOL, V1, P45, DOI {[}10.33902/JPSP.2020261309, DOI 10.33902/JPSP.2020261309, https://doi.org/10.33902/JPSP.2020261309].
   AFP, 2013, DAILY STAR.
   Aghajani M, 2018, INT J INSTR, V11, P433, DOI 10.12973/iji.2018.11330a.
   Akyol Z, 2011, BRIT J EDUC TECHNOL, V42, P233, DOI 10.1111/j.1467-8535.2009.01029.x.
   Al-Maroof RAS, 2018, INT J EMERG TECHNOL, V13, P112, DOI 10.3991/ijet.v13i06.8275.
   Albashtawi AH, 2020, INT J EMERG TECHNOL, V15, P78, DOI 10.3991/ijet.v15i11.12865.
   Aldholay Adnan H., 2018, International Journal of Services and Standards, V12, P163.
   Allmendinger K, 2010, EDUC PSYCHOL REV, V22, P41, DOI 10.1007/s10648-010-9117-8.
   Anderson T., 2001, J ASYNCHRONOUS LEARN, V5, P1, DOI DOI 10.24059/OLJ.V5I2.1875.
   {[}Anonymous], 2001, QUADERNS.
   {[}Anonymous], 2004, ALJAZEERA 0706.
   {[}Anonymous], INTERPERSONAL COMPUT.
   Bali S., 2018, J PHYS C SER, V1108, DOI {[}10.1088/1742-6596/1108/1/012094, DOI 10.1088/1742-6596/1108/1/012094].
   Baran E, 2014, TECHTRENDS, V58, P96.
   Berber D., 2008, ICT INFORM COMMUNICA.
   Boyatzis RE., 1998, TRANSFORMING QUALITA.
   Braun S, 2020, INTERPRET TRANSL TRA, V14, P259, DOI 10.1080/1750399X.2020.1800362.
   Braun Sabine, 2013, NEW PROSPECTS PERSPE, P93.
   Braun V, 2019, QUAL RES SPORT EXERC, V11, P589, DOI 10.1080/2159676X.2019.1628806.
   Braun Virginia., 2006, QUAL RES PSYCHOL, V3, P77, DOI {[}10.1191/1478088706qp063oa, https://doi.org/10.1191/1478088706qp063oa].
   Cercone Kathleen, 2008, AACE Journal, V16, P137.
   Chan CHY, 2013, PERSPECT STUD TRANSL, V21, P358, DOI 10.1080/0907676X.2012.657654.
   Coomey M., 2001, TEACHING LEARNING ON, P37.
   Dabbagh Nada, 2007, Contemporary Issues in Technology and Teacher Education, V7.
   Dewey J., 1933, WE THINK.
   Edley N., 2010, RES METHODS LINGUIST, P155.
   Eser O, 2020, INTERPRETING, V22, P288, DOI 10.1075/intp.00044.ese.
   Garrison D. R., 1999, Internet and Higher Education, V2, P87, DOI 10.1016/S1096-7516(00)00016-6.
   Garrison D. R., 2019, J ASYNCHRONOUS LEARN, V11, P61, DOI {[}10.24059/olj.v11i1.1737, DOI 10.24059/OLJ.V11I1.1737].
   Garrison D.R., 2001, AM J DISTANCE EDUC, V15, P7, DOI {[}DOI 10.1080/08923640109527071, 10.1080/08923640109527071].
   Garrison DR, 2011, E-LEARNING IN THE 21ST CENTURY: A FRAMEWORK FOR RESEARCH AND PRACTICE, SECOND EDITION, P1.
   Ghobadi S., 2018, RES ENGLISH LANGUAGE, V6, P139, DOI {[}10.30486/RELP.2018.538824, DOI 10.30486/RELP.2018.538824].
   Gold AH, 2001, J MANAGE INFORM SYST, V18, P185, DOI 10.1080/07421222.2001.11045669.
   Halverson L. R., 2017, LEARNING DESIGN TECH, P1, DOI {[}10.1007/978-3-319-17727-4\_31-1, DOI 10.1007/978-3-319-17727-4\_31-1].
   Heggart K, 2018, AUST J TEACH EDUC, V43, P140, DOI 10.14221/ajte.2018v43n3.9.
   Hughes M, 2007, INNOV EDUC TEACH INT, V44, P17, DOI 10.1080/14703290601090366.
   Ibrahim-Gonzalez N, 2011, J SPEC TRANSL, P224.
   Iimura H., 2007, LANGUAGE ED TECHNOLO, V44, P75.
   Istepanian H.H., 2014, ELECT J, V27, P51, DOI {[}10.1016/j.tej.2014.04.006, DOI 10.1016/J.TEJ.2014.04.006].
   Kear K, 2014, RES LEARN TECHNOL, V22, DOI 10.3402/rlt.v22.19710.
   Ko L., 2006, INTERPRETING, V8, P67.
   Ko L, 2011, BABEL-AMSTERDAM, V57, P123, DOI 10.1075/babel.57.2.01ko.
   Ko L, 2008, META, V53, P814, DOI 10.7202/019649ar.
   Kohnke L, 2022, RELC J, V53, P296, DOI 10.1177/0033688220937235.
   Kopcha TJ, 2010, ETR\&D-EDUC TECH RES, V58, P175, DOI 10.1007/s11423-008-9095-4.
   Korpal P, 2016, POZ STUD CONTEMP LIN, V52, P297, DOI 10.1515/psicl-2016-0011.
   Lee J, 2018, INTERPRET TRANSL TRA, V12, P444, DOI 10.1080/1750399X.2018.1540227.
   Mayor M. J. B., 2007, BABEL, V53, P292, DOI {[}10.1075/babel.53.4.01may, DOI 10.1075/BABEL.53.4.01MAY].
   Moore JL, 2011, INTERNET HIGH EDUC, V14, P129, DOI 10.1016/j.iheduc.2010.10.001.
   Mulayim S., 2015, INTERPRETER ED DIGIT, P95.
   Munn P., 1990, USING QUESTIONNAIRES.
   Naderi S, 2018, INT J INSTR, V11, P339, DOI 10.12973/iji.2018.11223a.
   Neunzig W., 2005, META J TRADUCTEURSME, V50, DOI {[}10.7202/019873ar, DOI 10.7202/019873AR].
   Perramon M, 2020, TRANSL TRANSL MULT C, V6, P172, DOI 10.1075/ttmc.00052.per.
   Pluye P, 2014, ANNU REV PUBL HEALTH, V35, P29, DOI 10.1146/annurev-publhealth-032013-182440.
   Sahin M, 2013, INTERPRET TRANSL TRA, V7, P91.
   Saif al-Din A., 2020, POWER INTERNET CUTS.
   Saldanha Gabriela., 2014, RES METHODOLOGIES TR.
   Sandrelli A, 2007, INTERPRET TRANSL TRA, V1, P269, DOI 10.1080/1750399X.2007.10798761.
   Shea P., 2003, ELEMENTS QUALITY ONL, P279.
   Smith P. J., 2003, DISTANCE EDUC, V24, P57, DOI DOI 10.1080/01587910303043.
   Smithson J., 2000, INT J SOC RES METHOD, V3, P103, DOI {[}DOI 10.1080/136455700405172, 10.1080/136455700405172].
   Stanley G., 2019, INNOVATIONS ED REMOT.
   Sung E, 2012, COMPUT HUM BEHAV, V28, P1738, DOI 10.1016/j.chb.2012.04.014.
   Trahan MP, 2011, MULTI-USER VIRTUAL ENVIRONMENTS FOR THE CLASSROOM: PRACTICAL APPROACHES TO TEACHING IN VIRTUAL WORLDS, P62, DOI 10.4018/978-1-60960-545-2.ch005.
   Tymczynska M, 2009, J SPEC TRANSL, P148.
   Venkatesh V, 2010, J GLOB INF TECH MAN, V13, P5, DOI 10.1080/1097198X.2010.10856507.
   Vonderwell S., 2003, Internet and Higher Education, V6, P77, DOI 10.1016/S1096-7516(02)00164-1.
   Wang WT, 2009, COMPUT EDUC, V53, P761, DOI 10.1016/j.compedu.2009.02.021.
   Woods RH Jr, 2002, INT J INSTRUCTIONAL, V29, P377.
   Zhang HH, 2016, J EDUC COMPUT RES, V54, P887, DOI 10.1177/0735633116648171.},
Number-of-Cited-References = {73},
Times-Cited = {0},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {0},
Journal-ISO = {Transl. Interpret.},
Doc-Delivery-Number = {9K9OR},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:000941189700009},
OA = {Green Submitted, gold},
DA = {2023-10-02},
}

@article{ WOS:000861969500001,
Author = {Watkins, Freya and Webb, Stacey and Stone, Christopher and Thompson,
   Robin L.},
Title = {Language aptitude in the visuospatial modality: L2 British Sign Language
   acquisition and cognitive skills in British Sign Language-English
   interpreting students},
Journal = {FRONTIERS IN PSYCHOLOGY},
Year = {2022},
Volume = {13},
Month = {SEP 14},
Abstract = {Sign language interpreting (SLI) is a cognitively challenging task
   performed mostly by second language learners (i.e., not raised using a
   sign language as a home language). SLI students must first gain language
   fluency in a new visuospatial modality and then move between spoken and
   signed modalities as they interpret. As a result, many students plateau
   before reaching working fluency, and SLI training program drop-out rates
   are high. However, we know little about the requisite skills to become a
   successful interpreter: the few existing studies investigating SLI
   aptitude in terms of linguistic and cognitive skills lack baseline
   measures. Here we report a 3-year exploratory longitudinal skills
   assessments study with British Sign Language (BSL)-English SLI students
   at two universities (n = 33). Our aims were two-fold: first, to better
   understand the prerequisite skills that lead to successful SLI outcomes;
   second, to better understand how signing and interpreting skills impact
   other aspects of cognition. A battery of tasks was completed at four
   time points to assess skills, including but not limited to: multimodal
   and unimodal working memory, 2-dimensional and 3-dimensional mental
   rotation (MR), and English comprehension. Dependent measures were BSL
   and SLI course grades, BSL reproduction tests, and consecutive SLI
   tasks. Results reveal that initial BSL proficiency and 2D-MR were
   associated with selection for the degree program, while visuospatial
   working memory was linked to continuing with the program. 3D-MR improved
   throughout the degree, alongside some limited gains in auditory,
   visuospatial, and multimodal working memory tasks. Visuospatial working
   memory and MR were the skills closest associated with BSL and SLI
   outcomes, particularly those tasks involving sign language production,
   thus, highlighting the importance of cognition related to the
   visuospatial modality. These preliminary data will inform SLI training
   programs, from applicant selection to curriculum design.},
Publisher = {FRONTIERS MEDIA SA},
Address = {AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND},
Type = {Article},
Language = {English},
Affiliation = {Thompson, RL (Corresponding Author), Univ Birmingham, Sch Psychol, Multimodal Multilingual Language Proc Lab, Birmingham, England.
   Watkins, Freya; Thompson, Robin L., Univ Birmingham, Sch Psychol, Multimodal Multilingual Language Proc Lab, Birmingham, England.
   Webb, Stacey, Heriot Watt Univ, Sch Social Sci Languages \& Intercultural Studies, Edinburgh, Scotland.
   Stone, Christopher, Univ Wolverhampton, Sch Social Hist \& Polit Studies, Wolverhampton, England.},
DOI = {10.3389/fpsyg.2022.932370},
Article-Number = {932370},
ISSN = {1664-1078},
Keywords = {sign language; interpreting; cognition; language aptitude; L2
   acquisition},
Keywords-Plus = {WORKING-MEMORY CAPACITY; MENTAL ROTATION; SPOKEN; EXPERIENCE; EXPERTISE;
   ACCURACY; SPEED; DEAF},
Research-Areas = {Psychology},
Web-of-Science-Categories  = {Psychology, Multidisciplinary},
Author-Email = {r.thompson@bham.ac.uk},
Affiliations = {University of Birmingham; Heriot Watt University; University of
   Wolverhampton},
ORCID-Numbers = {Watkins, Freya/0000-0003-4395-2178
   Stone, Christopher/0000-0002-7842-8029},
Cited-References = {Ackerman Jodie., 2018, CREAT ED, V9, P2037, DOI {[}10.4236/ce.2018.913148, DOI 10.4236/CE.2018.913148].
   {[}Anonymous], 2014, PEBL PSYCHOL EXPT BU.
   {[}Anonymous], 2009, J INTERPRETATION.
   {[}Anonymous], 2007, INTERPRETING, DOI DOI 10.1075/INTP.9.1.05LOP.
   {[}Anonymous], 1966, PIMSLEUR LANGUAGE AP.
   {[}Anonymous], 1959, MODERN LANGUAGE APTI.
   Anssari-Naim S, 2021, SENDEBAR, P162, DOI 10.30827/sendebar.v32.16868.
   Babcock L, 2017, J COGN ENHANCE, V1, P254, DOI 10.1007/s41465-017-0011-x.
   Baddeley AD, 2009, J MEM LANG, V61, P438, DOI 10.1016/j.jml.2009.05.004.
   Baddeley A, 2012, ANNU REV PSYCHOL, V63, P1, DOI 10.1146/annurev-psych-120710-100422.
   Bates D, 2015, J STAT SOFTW, V67, P1, DOI 10.18637/jss.v067.i01.
   Beal J.S., 2018, J INTERPRETATION, V26.
   Ben-David BM, 2015, PSYCHOL AGING, V30, P856, DOI 10.1037/pag0000051.
   Berteau-Pavy D., 2011, CONTRIBUTION AGE NOT.
   Bontempo K, 2014, TRANSL INTERPRET, V6, P23.
   Bontempo K, 2009, AM TRANSLAT AS SCH, V14, P247.
   Carroll J., 2010, MANUAL MLAT.
   CARVER CS, 1994, J PERS SOC PSYCHOL, V67, P319, DOI 10.1037/0022-3514.67.2.319.
   CFA, 2012, INT NAT OCC STAND.
   Chmiel A, 2018, INT J BILINGUAL, V22, P371, DOI 10.1177/1367006916681082.
   Christoffels IK, 2006, J MEM LANG, V54, P324, DOI 10.1016/j.jml.2005.12.004.
   Cokely D., 1986, SIGN LANGUAGE STUDIE, V50, P78, DOI DOI 10.1353/SLS.1986.0026.
   Cormier K., 2012, PAPER PRESENTED 34 A.
   Corsi PM., 1972, DISS ABSTR INT B, V34, P891.
   Croschere J., 2012, PEBL TECHNICAL REPOR.
   Department for Work and Pensions {[}DWP], 2017, MARK REV BRIT SIGN L.
   Dong YP, 2018, FRONT PSYCHOL, V9, DOI 10.3389/fpsyg.2018.00875.
   Ebi K., 2019, CLIMATE CHANGE COULD.
   Emmorey K, 1998, COGNITION, V68, P221, DOI 10.1016/S0010-0277(98)00054-7.
   Emmorey K, 1998, PSYCHOLOGICAL PERSPECTIVES ON DEAFNESS, VOL 2, P19.
   Emmorey K., 2002, LANGUAGE COGNITION B, DOI {[}10.4324/9781410603982, DOI 10.4324/9781410603982].
   Forbes S., 2020, PUPILLOMETRYR UNIFIE.
   Frishberg N., 1986, INTERPRETING INTRO.
   Ganis G., 2015, J OPEN PSYCHOL DATA, V3, DOI {[}10.5334/jopd.ai5,9, DOI 10.5334/JOPD.AI, 10.5334/jopd.ai].
   Gile D., 1997, COGNITIVE PROCESS, V3, P196, DOI DOI 10.3389/fnhum.2014.00040.
   GoReact, 2022, VID FEEDB SIGN FOR L.
   Grbic N., 2009, INT PERSPECTIVES SIG, P3.
   Hall ML, 2011, COGNITION, V120, P54, DOI 10.1016/j.cognition.2011.02.014.
   Haug T., 2019, ZEICHEN, V111, P130.
   Haug T., 2019, GEB RDENSPRACHDOLMET.
   Hebbali A., 2020, BLORR TOOLS FOR DEV.
   Hedderley R., 1996, DYSLEXIA REV, V7, P11.
   Hornstra K., 2021, TEACHING SCREEN CHAL.
   Huhtinen K., 2014, THESIS DIACONIA U AP.
   Humphrey J., 1994, P 10 NAT CONV C INT, DOI {[}10.1097/JSM.0b013e3181d44705, DOI 10.1097/JSM.0B013E3181D44705].
   Hunt D.I.J., 2014, P BIENNIAL C OUR ROO, P44.
   Jaeggi SM, 2008, P NATL ACAD SCI USA, V105, P6829, DOI 10.1073/pnas.0801268105.
   JONES ML, 1974, J REHABIL DEAF, V8, P79.
   Kartheiser G., 2022, PAPER PRESENTED 4 IN.
   Katz S., 2021, COVID ZOOM BOOM IS R.
   Kaufman A., 2004, KAUFMAN BRIEF INTELL.
   Kazak AE, 2018, AM PSYCHOL, V73, P1, DOI 10.1037/amp0000263.
   Keehner M, 2007, MEM COGNITION, V35, P752, DOI 10.3758/BF03193312.
   Kessels R P, 2000, Appl Neuropsychol, V7, P252, DOI 10.1207/S15324826AN0704\_8.
   Kubicek E, 2021, J DEAF STUD DEAF EDU, V26, P1, DOI 10.1093/deafed/enaa030.
   Lara Burgos P., 2000, TECNICAS INTERPRETAC.
   Leitner K., 2012, THESIS KARL FRANZENS.
   Lemon J., 2006, R NEWS, V6, P8, DOI DOI 10.1016/J.AGRF0RMET.2007.05.007.
   Liesefeld HR, 2019, BEHAV RES METHODS, V51, P40, DOI 10.3758/s13428-018-1076-x.
   Liesefeld HR, 2015, J EXP PSYCHOL LEARN, V41, P1140, DOI 10.1037/xlm0000081.
   Lin YM, 2018, FRONT PSYCHOL, V9, DOI 10.3389/fpsyg.2018.01543.
   Liu M., 2004, INTERPRETING, V6, P19, DOI {[}DOI 10.1075/INTP.6.1.04LIU, 10.1075/intp.6.1.04liu].
   Ludecke Daniel, 2021, CRAN.
   Macnamara BN, 2016, J APPL RES MEM COGN, V5, P434, DOI 10.1016/j.jarmac.2015.12.001.
   Macnamara BN, 2011, INTERPRETING, V13, P121, DOI 10.1075/intp.13.1.08mac.
   Madley-Dowd P, 2019, J CLIN EPIDEMIOL, V110, P63, DOI 10.1016/j.jclinepi.2019.02.016.
   Marks J., 2014, P OUR ROOTS ESSENCE.
   Martinez D, 2019, ACTA PSYCHOL, V198, DOI 10.1016/j.actpsy.2019.102892.
   Martinez D, 2018, APPL PSYCHOLINGUIST, V39, P905, DOI 10.1017/S0142716418000048.
   MAYBERRY RI, 1989, MEM COGNITION, V17, P740, DOI 10.3758/BF03202635.
   MCKEE D, 1987, THESIS U PITTSBURGH.
   Moe A, 2006, LEARN INDIVID DIFFER, V16, P369, DOI 10.1016/j.lindif.2007.01.002.
   Monikowski Christine, 2005, SIGN LANGUAGE INTERP, P188.
   Morales J, 2015, ACTA PSYCHOL, V155, P82, DOI 10.1016/j.actpsy.2014.12.004.
   Moser-Mercer B., 1985, META, V30, P97, DOI {[}10.7202/003631ar, DOI 10.7202/003631AR].
   M┬u┬aller, 2017, HERE SIMPLER WAY FIN.
   Mueller ST, 2014, J NEUROSCI METH, V222, P250, DOI 10.1016/j.jneumeth.2013.10.024.
   Nakano S., 2021, B FACULTY COEDUC, V70, P165.
   Napier Jemima., 2021, DEMOGRAPHIC SNAPSHOT.
   Nicodemus B, 2013, BILING-LANG COGN, V16, P624, DOI 10.1017/S1366728912000521.
   Ortega G, 2015, SECOND LANG RES, V31, P443, DOI 10.1177/0267658315576822.
   Padden C.A., 2000, INTERPRETING, V5, P169, DOI 10.1075/intp.5.2.07pad.
   Padilla F, 2005, BILING-LANG COGN, V8, P207, DOI 10.1017/S1366728905002269.
   Passig D, 2001, CYBERPSYCHOL BEHAV, V4, P681, DOI 10.1089/109493101753376623.
   Patton JH, 1995, J CLIN PSYCHOL, V51, P768, DOI 10.1002/1097-4679(199511)51:6<768::AID-JCLP2270510607>3.0.CO;2-1.
   Pedersen T. L., 2020, PATCHWORK COMPOSER P.
   Peirce J., 2022, BUILDING EXPT PSYCHO.
   Peterson R., 1999, P 16 NATL CONVENTION.
   Pivac L, 2014, TEACHING AND LEARNING SIGNED LANGUAGES: INTERNATIONAL PERSPECTIVES AND PRACTICES, P197.
   R Core Team, 2020, R LANG ENV STAT COMP.
   Robinson O., 2022, ABLED ARROGANCE NOT.
   Robinson O., 2018, DISABILITY STUDIES Q, V38, P1.
   Russo M, 2004, META, V49, P409, DOI 10.7202/009367ar.
   Russo M, 2014, INTERPRETING, V16, P1, DOI 10.1075/intp.16.1.01rus.
   Russo M, 2011, INTERPRETING, V13, P5, DOI 10.1075/intp.13.1.02rus.
   Seal Brenda C, 2004, J Deaf Stud Deaf Educ, V9, P39, DOI 10.1093/deafed/enh010.
   Shaw S., 2006, INTERPRETING, V8, P195, DOI {[}10.1075/intp.8.2.05sha, DOI 10.1075/INTP.8.2.05SHA].
   Shaw S, 2011, INTERPRETING, V13, P70, DOI 10.1075/intp.13.1.05sha.
   SHEPARD S, 1988, J EXP PSYCHOL HUMAN, V14, P3, DOI 10.1037/0096-1523.14.1.3.
   Speekenbrink M., 2021, SDAMR STAT DATA ANAL.
   Stauffer L.K., 2006, J INTERPRETATION, V6, P11.
   Stone C, 2017, TRANSL INTERPRET, V9, P72, DOI 10.12807/ti.109201.2017.a06.
   Strobach T, 2015, FRONT PSYCHOL, V6, DOI {[}10.3389/fpsyg.2015.00403, 10.3389/fpsyg.2015.01590].
   TALBOT KF, 1993, PERCEPT MOTOR SKILL, V77, P1387, DOI 10.2466/pms.1993.77.3f.1387.
   Timarova S, 2008, INTERPRET TRANSL TRA, V2, P29, DOI 10.1080/1750399X.2008.10798765.
   Torchiano Marco, 2020, CRAN.
   Tzou YZ, 2012, INT J BILINGUAL, V16, P213, DOI 10.1177/1367006911403197.
   Van Dijk R, 2012, BILING-LANG COGN, V15, P340, DOI 10.1017/S1366728911000198.
   Volk C., 2014, SIGN LANGUAGE INTERP.
   Wang JH, 2016, INTERPRETING, V18, P1, DOI 10.1075/intp.18.1.01wan.
   Wang JH, 2013, J DEAF STUD DEAF EDU, V18, P271, DOI 10.1093/deafed/ens068.
   Warden V.B., 1956, THESIS U LONDON LOND.
   Watkins F., 2019, PAPER PRESENTED THEO.
   Watkins F., 2018, PAPER PRESENTED 3 IN.
   Webb S., 2017, THESIS HERIOT WATT U.
   Wickham H., 2020, SCALES SCALE FUNCTIO.
   Wickham H, 2019, J OPEN SOURCE SOFTW, V4, P1686, DOI {[}DOI 10.21105/JOSS.01686, 10.21105/joss.01686].
   Williams J., 2015, PSYCHOL LANG COMMUN, V19, P128, DOI {[}10.1515/plc-2015-0008, DOI 10.1515/PLC-2015-0008].
   Williams J, 2016, SECOND LANG RES, V32, P347, DOI 10.1177/0267658315626211.
   Williams JT, 2017, STUD SECOND LANG ACQ, V39, P833, DOI 10.1017/S0272263116000322.
   Wilson Margaret, 2003, J Deaf Stud Deaf Educ, V8, P97, DOI 10.1093/deafed/eng010.
   Witter-Merithew A., 2005, BIANN M REG INT DEAF.
   YORKE M, 2000, ACTIVE LEARNING HIGH, V1, P7, DOI DOI 10.1177/1469787400001001002.
   Yudes C, 2011, FRONT PSYCHOL, V2, DOI 10.3389/fpsyg.2011.00309.},
Number-of-Cited-References = {124},
Times-Cited = {0},
Usage-Count-Last-180-days = {4},
Usage-Count-Since-2013 = {11},
Journal-ISO = {Front. Psychol.},
Doc-Delivery-Number = {4Z1HY},
Web-of-Science-Index = {Social Science Citation Index (SSCI)},
Unique-ID = {WOS:000861969500001},
OA = {Green Published, gold},
DA = {2023-10-02},
}

@article{ WOS:000884507900021,
Author = {Gutnyk, Valentyna and Solomko, Sorina and Paustovska, Marianna and
   Trutsunenko, Iryna and Horbach, Elvira},
Title = {Formation of german linguistic translation competence among university
   students},
Journal = {EDUWEB-REVISTA DE TECNOLOGIA DE INFORMACION Y COMUNICACION EN EDUCACION},
Year = {2022},
Volume = {16},
Number = {3},
Pages = {274-284},
Month = {JUL-SEP},
Abstract = {Everyone who wants to succeed in professional, scientific, and practical
   activities needs interpreting skills. They are a must in international
   business cooperation. Today no international negotiations can do without
   an interpreter. The study aims to determine the peculiarities of forming
   the translation competence of German language students. For this
   purpose, an experiment was conducted in one of the higher educational
   institutions of Ukraine, which, according to the results obtained,
   allows us to evaluate students' success and study the conditions for the
   formation of future translators' competence. The research tasks are
   solved using the methods of description, observation, formative
   experiment, and statistics. The use of general scientific methods allows
   for determining positive changes in the experimental and control groups
   in the process of forming translation competence during the German
   language study. It is assumed that the creation of pedagogical
   conditions and the use of modern information resources can increase the
   skills level of future translators. It will have a positive impact on
   their employment and successful professional activities. To increase
   future translators' professionalism, it plans to develop educational
   projects to form translation competencies. To master them while studying
   German, students should focus on getting practical communication skills
   and technical knowledge.},
Publisher = {UNIV CARABOBO},
Address = {FAC CIENCIAS SALUD, CARABOBO, 00000, VENEZUELA},
Type = {Article},
Language = {English},
Affiliation = {Gutnyk, V (Corresponding Author), Kyiv Natl Linguist Univ, Pedag Fac Romano German \& Ukrainian Philol, Dept German \& Romance Languages, Kiev, Ukraine.
   Gutnyk, Valentyna; Solomko, Sorina; Paustovska, Marianna; Horbach, Elvira, Kyiv Natl Linguist Univ, Pedag Fac Romano German \& Ukrainian Philol, Dept German \& Romance Languages, Kiev, Ukraine.
   Trutsunenko, Iryna, Natl Tech Univ Ukraine, Fac Linguist, Dept Theory Practice \& Translat German Language, Igor Sikorsky Kyiv Polytech Inst, Kiev, Ukraine.},
DOI = {10.46502/issn.1856-7576/2022.16.03.20},
ISSN = {1856-7576},
Keywords = {translation competence; innovative teaching methods; educational
   project; information resources},
Research-Areas = {Education \& Educational Research},
Web-of-Science-Categories  = {Education \& Educational Research},
Author-Email = {abcdefg27@ukr.net
   fantasie@ukr.net
   mpaustovska@ukr.net
   i.trutsunenko@gmail.com
   elvira.gorbach@gmail.com},
Affiliations = {Ministry of Education \& Science of Ukraine; Kyiv National Linguistic
   University; Ministry of Education \& Science of Ukraine; Igor Sikorsky
   Kyiv Polytechnic Institute},
ResearcherID-Numbers = {Paustovska, Marianna/HHC-1827-2022
   Trutsunenko, Iryna/J-5889-2017
   },
ORCID-Numbers = {Paustovska, Marianna/0000-0002-1228-2178
   Trutsunenko, Iryna/0000-0003-3546-6495},
Cited-References = {Ashton K, 2016, COMPARE, V46, P414, DOI 10.1080/03057925.2014.963512.
   Bergen D., 2010, JORMA TOMMOLA, V1, P109.
   Brogger MN, 2017, META, V62, P396.
   Fernandez-Manjon B., 2007, COMPUTERS ED E LEARN.
   Albir AH, 2018, INTERPRET TRANSL TRA, V12, P111, DOI 10.1080/1750399X.2018.1466093.
   Jayashree R., 2017, INT J HUMANITIES SOC, V6, P32.
   Junining E., 2020, LINGUA JURNAL ILMU B, V15, P79, DOI {[}10.18860/ling.v15i1.9562, DOI 10.18860/LING.V15I1.9562].
   Kiki-Papadakis K., 2016, REV ROMANEASCA PENTR, V8, P71, DOI {[}10.18662/rrem/2016.0802.06, DOI 10.18662/RREM/2016.0802.06].
   Kim EY, 2011, ELT J, V65, P154, DOI 10.1093/elt/ccq039.
   Kiraly D, 2015, TRANSL INTERPRET STU, V10, P8, DOI 10.1075/tis.10.1.02kir.
   Ko J., 2013, EFFECTIVE TEACHING R.
   Kuzmina M. O., 2020, INT J HIGHER ED, V9, P279, DOI {[}10.5430/ijhe.v9n7p279, DOI 10.5430/IJHE.V9N7P279].
   Poland R, 2003, BRIT J EDUC TECHNOL, V34, P215, DOI 10.1111/1467-8535.00321.
   Puranik S., 2020, BSSS J ED, V9, P67.
   Salgur S. A., 2013, INT J GLOBAL ED, V2, P1.
   Saydalieva N., 2019, J RES REFLECTION ED, V7, P925.
   Senthilkumar V., 2017, J BUSINESS MANAGEMEN, V19, P88, DOI {[}10.9790/487X-1907028892, DOI 10.9790/487X-1907028892].
   Shi X, 2017, INT J EMERG TECHNOL, V12, P21, DOI 10.3991/ijet.v12i01.6153.
   Stavytska I, 2017, ADV EDUC, P123, DOI 10.20535/2410-8286.95301.
   del Arbo EVY, 2018, MOD J LANG TEACH MET, V8, P426.
   VIENNE J, 1994, PERSPECT STUD TRANSL, P51.
   Way C, 2016, INT J COMMUN-US, V10, P1009.
   Zhao C., 2018, IJALEL, V7, P165, DOI {[}10.7575/aiac.ijalel, DOI 10.7575/AIAC.IJALEL].},
Number-of-Cited-References = {23},
Times-Cited = {0},
Usage-Count-Last-180-days = {2},
Usage-Count-Since-2013 = {6},
Journal-ISO = {Eduweb-Rev. Tecnol. Inf. Comun. Educ.},
Doc-Delivery-Number = {6G1GM},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:000884507900021},
OA = {hybrid},
DA = {2023-10-02},
}

@article{ WOS:000829972000003,
Author = {Rosendo, Lucia Ruiz},
Title = {Interpreting for the military: Creating communities of practice},
Journal = {JOURNAL OF SPECIALISED TRANSLATION},
Year = {2022},
Number = {37},
Pages = {16-34},
Month = {JAN},
Abstract = {This article explores the creation of communities of practice in the
   context of military training and capacity-building missions deployed by
   Western armed forces in countries in conflict. It reports on a
   participatory study with Spanish military officers deployed in
   Afghanistan and civilian interpreters who worked for them. The
   discussion is framed in new military doctrines that advocate for
   strengthening local forces of countries in conflict and premised on Lave
   and Wenger's (1991) social theory of learning. The article argues that,
   when civilian interpreters start to work for the military, they lack
   knowledge of military procedure and of interpreting skills. For their
   part, the military personnel are generally not aware of the
   non-linguistic elements and culture-specific aspects of communication.
   Group cohesion is created, allowing for an iterative exchange of
   information and a constant learning process. Since civilian interpreters
   have not been trained before being recruited by the armed forces, their
   role as interpreters is contingent on their role as legitimate
   peripheral participants in the military sphere. The interpreters'
   personal background and their language proficiency in Spanish
   conditioned their degree of participation in the community of practice.},
Publisher = {ROEHAMPTON UNIV SCH ARTS},
Address = {DIGBY STUART COLL, ROEHAMPTON LA, LONDON, SW15 5PH, ENGLAND},
Type = {Article},
Language = {English},
Affiliation = {Rosendo, LR (Corresponding Author), Univ Geneva, Geneva, Switzerland.
   Rosendo, Lucia Ruiz, Univ Geneva, Geneva, Switzerland.},
ISSN = {1740-357X},
Keywords = {Interpreting; military; situated learning; community of practice;
   legitimate peripheral participants},
Keywords-Plus = {CONFLICT; KNOWLEDGE},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics; Language \& Linguistics},
Author-Email = {Lucia.Ruiz@unige.ch},
Affiliations = {University of Geneva},
Cited-References = {{[}Anonymous], 1990, SITUATED LEARNING LE.
   {[}Anonymous], 1996, CULTURE NATL SECURIT.
   {[}Anonymous], 2005, COMMUNITIES PRACTICE.
   {[}Anonymous], 2004, INT J TRAIN DEV, DOI DOI 10.1111/J.1360-3736.2004.00193.X.
   {[}Anonymous], 2009, COMMUNITIES PRACTICE.
   {[}Anonymous], 1993, QUALITATIVE DATA ANA.
   Armstrong Nicholas J., 2013, J INTERV STATEBUILD, V7, P1.
   Bergold J, 2012, HIST SOC RES, V37, P191.
   Berthaud S, 2018, INTERPRET TRANSL TRA, V12, P388, DOI 10.1080/1750399X.2018.1538847.
   Calvo E, 2015, INTERPRET TRANSL TRA, V9, P306, DOI 10.1080/1750399X.2015.1103107.
   Cho J., 2006, QUALITATIVE RES, V6, P319, DOI DOI 10.1177/1468794106065006.
   Eckert P., 2006, ENCY LANGUAGE LINGUI, V2, P683, DOI DOI 10.1016/B0-08-044854-2/01276-1.
   Farnsworth V, 2016, BRIT J EDUC STUD, V64, P139, DOI 10.1080/00071005.2015.1133799.
   Goffman E., 1961, ASYLUMS.
   Gonzalez-Davies M, 2016, INTERPRET TRANSL TRA, V10, P1, DOI 10.1080/1750399X.2016.1154339.
   Halcomb EJ, 2006, APPL NURS RES, V19, P38, DOI 10.1016/j.apnr.2005.06.001.
   Hart Basil H Liddell, 1932, BRIT WAY WARFARE.
   Johnson Robert, 2018, TRUE THEIR SALT INDI.
   Kuhn T, 2008, MANAGE COMMUN Q, V21, P454, DOI 10.1177/0893318907313710.
   Larsdotter K, 2014, J STRATEGIC STUD, V37, P135, DOI 10.1080/01402390.2013.878656.
   Lea Mary R., 2009, COMMUNITIES PRACTICE, P180.
   McDermott R, 1999, CALIF MANAGE REV, V41, P103, DOI 10.2307/41166012.
   Petraeus DH, 2013, RUSI J, V158, P82, DOI 10.1080/03071847.2013.826514.
   Pyrko I, 2017, HUM RELAT, V70, P389, DOI 10.1177/0018726716661040.
   Rosendo LR, 2021, TARGET-NETH, V33, P47, DOI 10.1075/target.18165.rui.
   Rosendo LR, 2020, WAR SOC, V39, P42, DOI 10.1080/07292473.2019.1701620.
   Salama-Carr M, 2011, TRANSL STUD, V4, P103, DOI 10.1080/14781700.2011.528685.
   Savage JD, 2017, J PEACE RES, V54, P542, DOI 10.1177/0022343317713557.
   Shortland N, 2019, ARMED FORCES SOC, V45, P368, DOI 10.1177/0095327X17752425.
   Subotic J, 2016, FOREIGN POL ANAL-US, V12, P610, DOI 10.1111/fpa.12089.
   Tan Andrew T. H., 2014, DEFENCE STUDIES, V14, P245, DOI DOI 10.1080/14702436.2014.889469.
   Teddlie C, 2007, J MIX METHOD RES, V1, P77, DOI 10.1177/2345678906292430.
   Thomas DR, 2017, QUAL RES PSYCHOL, V14, P23, DOI 10.1080/14780887.2016.1219435.
   Tipton R, 2011, INTERPRET TRANSL TRA, V5, P15, DOI 10.1080/13556509.2011.10798810.
   Wenger-Trayner E., 2015, INTRO COMMUNITIES PR.
   Zaman R. U., 2009, COMP STRATEGY, V28, P68, DOI DOI 10.1080/01495930802679785.},
Number-of-Cited-References = {36},
Times-Cited = {0},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {0},
Journal-ISO = {J. Spec. Transl.},
Doc-Delivery-Number = {3E4RP},
Web-of-Science-Index = {Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)},
Unique-ID = {WOS:000829972000003},
DA = {2023-10-02},
}

@article{ WOS:000743783300001,
Author = {Yu, Zhibin and Dong, Yanping},
Title = {The Emergence of a Complex Language Skill: Evidence from the
   Self-organization of Interpreting Competence in Interpreting Students},
Journal = {BILINGUALISM-LANGUAGE AND COGNITION},
Year = {2022},
Volume = {25},
Number = {2},
Pages = {269-282},
Month = {MAR},
Abstract = {Research on the development of interpreting competence could be a window
   to the issue of how L2 learners develop complex language skills. The
   present study conducted a longitudinal experiment with beginning
   interpreting students, exploring the change of relationship between
   consecutive interpreting (CI) competence and two related capacities
   (i.e., language competence and memory capacity). Two major results were
   revealed. First, in general, more language skills and working memory
   (WM) spans got correlated with CI performance at the later stage of CI
   training. Second, a fit structural equation model of CI competence could
   only be reported in the post-test. We may therefore conclude that the
   development of interpreting competence is at least partly a result of
   the self-organization of the interpreting competence system, in which
   relevant components get mobilized, and a better coordinated structure
   emerges. Implications for the development of complex language skills and
   for the concept of self-organization are discussed.},
Publisher = {CAMBRIDGE UNIV PRESS},
Address = {32 AVENUE OF THE AMERICAS, NEW YORK, NY 10013-2473 USA},
Type = {Article},
Language = {English},
Affiliation = {Dong, YP (Corresponding Author), Zhejiang Univ, Dept Linguist, Hangzhou, Peoples R China.
   Yu, Zhibin, Wenzhou Med Univ, Renji Fac, Wenzhou, Peoples R China.
   Dong, Yanping, Zhejiang Univ, Dept Linguist, Hangzhou, Peoples R China.},
DOI = {10.1017/S1366728921000870},
EarlyAccessDate = {SEP 2021},
Article-Number = {PII S1366728921000870},
ISSN = {1366-7289},
EISSN = {1469-1841},
Keywords = {interpreting competence; self-organization; structural equation
   modeling; language competence; working memory; Dynamic Systems Theory},
Keywords-Plus = {SYSTEMS THEORY APPROACH; DYNAMIC-SYSTEMS; INDIVIDUAL-DIFFERENCES;
   WORKING-MEMORY; FIT INDEXES; ACQUISITION; ACCURACY},
Research-Areas = {Linguistics; Psychology},
Web-of-Science-Categories  = {Linguistics; Psychology, Experimental},
Author-Email = {ypdong@zju.edu.cn},
Affiliations = {Wenzhou Medical University; Zhejiang University},
Funding-Acknowledgement = {National Social Science Foundation of China {[}15AYY002]},
Funding-Text = {This work was supported by a grant to the corresponding author from the
   National Social Science Foundation of China {[}15AYY002]. We would like
   to thank some of the corresponding author's former graduate students who
   had helped in data collection, including Dr. Rendong Cai, Dr. Nan Zhao,
   Dr. Jiexuan Lin. No potential conflict of interest was reported by the
   authors.},
Cited-References = {Albl-Mikasa M., 2013, INTERPRETERS NEWSLET, V18, P17, DOI {[}10.21256/ZHAW-4081, DOI 10.21256/ZHAW-4081].
   {[}Anonymous], 2006, B FACULTY ED EHIME U.
   {[}Anonymous], 1999, INTERPRETING, DOI DOI 10.1075/INTP.4.1.07SEL.
   {[}Anonymous], HDB BILINGUALISM PSY.
   {[}Anonymous], 2003, BILING-LANG COGN.
   Ashby WR, 1947, J GEN PSYCHOL, V37, P125, DOI 10.1080/00221309.1947.9918144.
   Baba K, 2014, LANG LEARN, V64, P1, DOI 10.1111/lang.12033.
   Beijing Language Institute, 1986, XIAND HAN CIP CID MO.
   BENTLER PM, 1987, SOCIOL METHOD RES, V16, P78, DOI 10.1177/0049124187016001004.
   BENTLER PM, 1990, PSYCHOL BULL, V107, P238, DOI 10.1037/0033-2909.107.2.238.
   Mayor MJB, 2015, TRANSL INTERPRET STU, V10, P108, DOI 10.1075/tis.10.1.06bla.
   Browne MW., 1992, SOCIOL METHOD RES, V21, P230, DOI 10.1177/0049124192021002005.
   Cai RD, 2015, INTERPRET TRANSL TRA, V9, P104, DOI 10.1080/1750399X.2015.1016279.
   Christoffels IK, 2006, J MEM LANG, V54, P324, DOI 10.1016/j.jml.2005.12.004.
   DANEMAN M, 1986, J MEM LANG, V25, P1, DOI 10.1016/0749-596X(86)90018-5.
   DANEMAN M, 1980, J VERB LEARN VERB BE, V19, P450, DOI 10.1016/S0022-5371(80)90312-6.
   de Bot K, 2007, BILING-LANG COGN, V10, P7, DOI 10.1017/S1366728906002732.
   Dong JH, 2016, SYSTEM, V63, P149, DOI 10.1016/j.system.2016.10.004.
   Dong Y., 2013, WAIGUOYU J FOREIGN L, V36, P76.
   Dong Y., 2019, HDB NEUROSCIENCE MUL, P685, DOI DOI 10.1002/9781119387725.CH33.
   Dong YP, 2020, BILING-LANG COGN, V23, P716, DOI 10.1017/S1366728919000786.
   Dong YP, 2019, INTERPRET TRANSL TRA, V13, P408, DOI 10.1080/1750399X.2019.1617653.
   Dong YP, 2018, TRANSL INTERPRET STU, V13, P185, DOI 10.1075/tis.00011.don.
   Elman J. L., 1996, RETHINKING INNATENES, DOI DOI 10.1017/S0272263198333070.
   Garcia AM, 2020, BILING-LANG COGN, V23, P729, DOI 10.1017/S1366728919000063.
   Gile D., 2009, BASIC CONCEPTS MODEL, DOI {[}DOI 10.1075/BTL.8, 10.1075/btl.8].
   Gopferich S, 2013, TARGET-NETH, V25, P61, DOI 10.1075/target.25.1.06goe.
   Hooper D., 2008, EJBRM, V6, P53, DOI {[}DOI 10.21427/D7CF7R, 10.21427/D7CF7R].
   Hu LT, 1999, STRUCT EQU MODELING, V6, P1, DOI 10.1080/10705519909540118.
   Jin Yan, 2011, LANG TEST, V28, P589, DOI DOI 10.1177/0265532211414852.
   Kelso J. A. S., 1995, DYNAMIC PATTERNS SEL.
   Kline R. B., 2015, PRINCIPLES PRACTICE.
   Kohonen T., 2001, SELF ORGANIZING MAPS, VVolume 30, DOI DOI 10.1007/978-3-642-56927-2.
   Kozma R, 2017, FRONT SYST NEUROSCI, V11, DOI 10.3389/fnsys.2017.00010.
   Larsen-Freeman D, 2006, APPL LINGUIST, V27, P590, DOI 10.1093/applin/aml029.
   Larsen-Freeman D, 2018, WORLD ENGLISH, V37, P80, DOI 10.1111/weng.12304.
   LarsenFreeman D, 1997, APPL LINGUIST, V18, P141, DOI 10.1093/applin/18.2.141.
   Lehnert G, 2008, COGN PROCESS, V9, P53, DOI 10.1007/s10339-007-0187-6.
   Lewis MD, 2000, CHILD DEV, V71, P36, DOI 10.1111/1467-8624.00116.
   Li P, 2007, COGNITIVE SCI, V31, P581, DOI 10.1080/15326900701399905.
   Liening A., 2014, MODERN EC, V5, P841, DOI DOI 10.4236/ME.2014.58077.
   Liesefeld HR, 2019, BEHAV RES METHODS, V51, P40, DOI 10.3758/s13428-018-1076-x.
   Liu H., 2017, ZHIYE KOUYI JIAOXUE.
   Liu M., 2004, INTERPRETING, V6, P19, DOI {[}DOI 10.1075/INTP.6.1.04LIU, 10.1075/intp.6.1.04liu].
   MacWhinney B., 2015, HDB LANGUAGE EMERGEN.
   Mellinger CD, 2019, INTERPRETING, V21, P165, DOI 10.1075/intp.00026.mel.
   OBrien S., 2011, CONTINUUM STUDIES TR, P30.
   Riccardi A, 2005, META, V50, P753, DOI 10.7202/011016ar.
   Shahbazi MN, 2016, NAT CELL BIOL, V18, P700, DOI 10.1038/ncb3347.
   Sharma S, 2005, J BUS RES, V58, P935, DOI 10.1016/j.jbusres.2003.10.007.
   STADLER M, 1990, SPRINGER SERIES SYNE, V45, P32.
   Tabachnick BG., 2007, USING MULTIVARIATE S.
   Tzou YZ, 2012, INT J BILINGUAL, V16, P213, DOI 10.1177/1367006911403197.
   Unsworth N, 2005, BEHAV RES METHODS, V37, P498, DOI 10.3758/BF03192720.
   van Geert P., 2009, LANGUAGE DEV LIFESPA, P66.
   Van Geert P, 2008, MOD LANG J, V92, P179, DOI 10.1111/j.1540-4781.2008.00713.x.
   van Geert P, 2015, BLACKW HBK LINGUIST, P537.
   Verspoor M, 2008, MOD LANG J, V92, P214, DOI 10.1111/j.1540-4781.2008.00715.x.
   Verspoor M, 2012, J SECOND LANG WRIT, V21, P239, DOI 10.1016/j.jslw.2012.03.007.
   Von Bertalanffy L., 1968, GEN SYSTEMS THEORY F.
   Wang M., 2011, FOREIGN LANGUAGE WOR, P43.
   Wu M., 2010, JIEGOU FANGCHENGMOXI.
   Yu HJ, 2020, APPL LINGUIST, V41, P855, DOI 10.1093/applin/amz040.},
Number-of-Cited-References = {63},
Times-Cited = {0},
Usage-Count-Last-180-days = {3},
Usage-Count-Since-2013 = {31},
Journal-ISO = {Biling.-Lang. Cogn.},
Doc-Delivery-Number = {ZU9EU},
Web-of-Science-Index = {Social Science Citation Index (SSCI)},
Unique-ID = {WOS:000743783300001},
OA = {hybrid},
DA = {2023-10-02},
}

@article{ WOS:000730592800005,
Author = {Xi, Wang and Gutierrez, Raquel Lazaro},
Title = {HEALTHCARE INTERPRETING: FILLING THE TRAINING GAP TO ACHIEVE REQUIRED
   COMPETENCES},
Journal = {CURRENT TRENDS IN TRANSLATION TEACHING AND LEARNING E},
Year = {2021},
Volume = {8},
Pages = {124-153},
Abstract = {At a time when societies are becoming more demographically diverse, the
   employment of professional interpreters to facilitate communication
   between healthcare practitioners and patients is of great benefit to
   both patients and the healthcare system. However, as an emerging
   profession, the definition of the professionalism of practitioners is
   not very clear, and there are gaps in the training they receive. Taking
   this into account, this article is mainly divided into two sections.
   Firstly, we analyse the models about interpreting competence made by
   different researchers, find their respective characteristics, and
   integrate them to obtain a model of competence applicable to healthcare
   interpreting. Secondly, we take Spain as an example of a recent
   immigration country with a long history of interpreting training. Based
   on the above mentioned competence model we have analysed syllabi of all
   formal training courses on interpretation and those representative
   informal training ones to explore whether they can meet student training
   needs regarding the requirements of stakeholders. The research results
   show that due to the limited diversity of language combinations, there
   is a shortage in thematic knowledge, terminology referring to specific
   cultural aspects corresponding to each language and the development of
   corresponding strategic competence. Furthermore, the development of the
   healthcare (thematic) subcompetence seems to be still an unfinished
   business. In order to fill these gaps, we have put forward
   recommendations to the establishment of a complete training system for
   the long run, as well as a fast-reacting and more feasible option that
   can be implemented at an earlier stage.},
Publisher = {UNIV HELSINKI, DEPT MODERN LANGUAGES},
Address = {PL 24-UNIONINKATU 40 B, 6TH FLR, RM C613, HELSINKI, 00014, FINLAND},
Type = {Article},
Language = {English},
Affiliation = {Xi, W (Corresponding Author), Univ Alcala, Alcala De Henares, Spain.
   Xi, Wang; Gutierrez, Raquel Lazaro, Univ Alcala, Alcala De Henares, Spain.},
DOI = {10.51287/cttle20215},
ISSN = {2342-7205},
Keywords = {healthcare interpreting; interpreting competence; training gap},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics},
Affiliations = {Universidad de Alcala},
ResearcherID-Numbers = {WANG, XI/GPG-2769-2022
   Lázaro-Gutiérrez, Raquel/U-1630-2017},
ORCID-Numbers = {Lázaro-Gutiérrez, Raquel/0000-0002-8704-3403},
Cited-References = {Abril Marti M.I, 2006, INTERPRETACION SERVI.
   Albl-Mikasa M., 2012, DOLMETSCHQUALITAT PR, P59.
   Angelelli CV, 2020, TRANSL TRANSL MULT C, V6, P114, DOI 10.1075/ttmc.00048.ang.
   Angelelli CV, 2006, INTERPRETER EDUC SER, V3, P23.
   {[}Anonymous], BASIC CONCEPTS MODEL, DOI DOI 10.1075/BTL.8.
   Baigorri J. J, 2000, INTERPRETACION C NAC.
   Carr Y.P, 2000, YI XUE QING JING KUA.
   Corsellis A, 2008, PALG TXB TRANSL INTE, P1, DOI 10.1057/9780230581951.
   Cox A, 2016, PALGR STUD TRANSL, P33, DOI 10.1057/978-1-137-55351-5\_2.
   Crezee I., 2013, INTRO HEALTHCARE INT.
   European Commission, 2008, EUR QUAL FRAM LIF LE.
   Hale SB, 2007, RES PRACT APPL LINGU, P1, DOI 10.1057/9780230593442.
   Herbert J., 1952, MANUEL LINTERPR TE.
   Hsieh E., 2016, BILINGUAL HLTH COMMU.
   Kaczmarek L., 2010, THESIS U MANCHESTER.
   Kalina S., 2002, LANGUAGES CULTURES, V3, P169, DOI {[}10.1556/Acr.3.2002.2.3, DOI 10.1556/ACR.3.2002.2.3].
   Kelly D., 2005, HDB TRANSLATOR TRAIN.
   Lazaro Gutierrez R., 2012, INTERPRETACION AMBIT.
   Ministerio de Inclusion Seguridad Social y Migraciones, 2021, EXTR CERT REG TARJ R.
   NSW Department of Health, 2017, STAND PROC WORK HLTH.
   Sanz J., 1931, ANALS ORIENTACIO PRO, V4, P303.
   Sinaiko W, 1978, LANGUAGE INTERPRETAT.
   Stern L., 2009, CRITICAL LINK, P221.
   Valero-Garces A, 2018, PUBLIC SERVICE INTER.},
Number-of-Cited-References = {24},
Times-Cited = {0},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {4},
Journal-ISO = {Curr. Trends Transl. Teach. Learn. E},
Doc-Delivery-Number = {XP0VO},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:000730592800005},
OA = {gold},
DA = {2023-10-02},
}

@article{ WOS:000475597100006,
Author = {Li, Xiangdong},
Title = {Simulation Dominated Approach versus Video Dominated Approach in
   Teaching Consecutive Interpreting to Undergraduates: An Exploratory
   Comparison Study},
Journal = {ONOMAZEIN},
Year = {2019},
Number = {44},
Pages = {106-131},
Month = {JUN},
Abstract = {Video dominated instruction (VDI) and simulation dominated instruction
   (SDI) are commonly practised in interpreter training, and yet their
   teaching effects have not been adequately researched so far. The present
   study was intended to compare the effectiveness of the two instructional
   approaches in teaching consecutive interpreting (CI) to third-year
   undergraduates. A quasi-experimental two-group pre-test/post-test
   comparison design was used. Sixty-two students took a pre-test on
   consecutive interpreting skills and completed a pre-self-assessment to
   rate their competence in eleven learning objectives at the beginning of
   a consecutive interpreting course. Thirty-one students in class one as
   the comparison group received VDI, while thirty-one students in class
   two received SDI. Sixteen weeks later at the end of the course, the two
   classes took a post-test on consecutive interpreting skills and
   completed a post-self-assessment to rate their competence in the same
   eleven learning objectives. After controlling the effects of pre-test
   and pre-self-assessment scores, ANCOVA results suggested that VDI and
   SDI are equally effective in teaching CI to undergraduates, except for
   one aspect that the latter is more effective in cultivating students'
   ability to use non-verbal elements. Pedagogical implications about the
   complementary nature of the two approaches were discussed.},
Publisher = {PONTIFICIA UNIV CATOLICA CHILE, FAC LETRAS},
Address = {AV VICUNA MACKENNA 4860, SANTIAGO, 00000, CHILE},
Type = {Article},
Language = {English},
Affiliation = {Li, XD (Corresponding Author), Xian Int Studies Univ, Sch Translat Studies, Xian, Shaanxi, Peoples R China.
   Li, Xiangdong, Xian Int Studies Univ, Sch Translat Studies, Xian, Shaanxi, Peoples R China.},
DOI = {10.7764/onomazein.44.06},
ISSN = {0717-1285},
EISSN = {0718-5758},
Keywords = {consecutive interpreting; undergraduates; video dominated instruction;
   simulation dominated instruction; comparison of teaching effects},
Keywords-Plus = {SELF-ASSESSMENT; PERFORMANCE; CURRICULUM; IMPACT},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics; Language \& Linguistics},
Author-Email = {xiangdong813@gmail.com},
Affiliations = {Xi'an International Studies University},
ResearcherID-Numbers = {Li, Xiangdong/H-2163-2015},
ORCID-Numbers = {Li, Xiangdong/0000-0002-7483-6076},
Funding-Acknowledgement = {Translation Teaching and Research Centre, Xi'an International Studies
   University},
Funding-Text = {The author would like to express his gratitude to the Translation
   Teaching and Research Centre, Xi'an International Studies University,
   for its support.},
Cited-References = {ALDERSON Charles, 2006, DIAGNOSING FOREIGN L.
   Angelelli C., 2004, REVISITING INTERPRET.
   {[}Anonymous], 1994, BRIDGING GAP EMPIRIC.
   {[}Anonymous], INTERPRETERS NEWSLET.
   {[}Anonymous], 2010, INTERPRETERSNEWSLETT.
   {[}Anonymous], 1997, ENCY LANGUAGE ED, DOI DOI 10.1007/978-1-4020-4489-2\_17.
   {[}Anonymous], 2006, SYSTEM.
   {[}Anonymous], 1994, SYSTEM.
   {[}Anonymous], 2002, TEACHING TRANSLATION.
   {[}Anonymous], 2011, TI REV.
   {[}Anonymous], 1999, INTERPRETERSNEWSLETT.
   {[}Anonymous], 2016, TRANSLATION MEANING.
   Bachman L.F., 1989, LANG TEST, V6, P14, DOI DOI 10.1177/026553228900600104.
   Baker M, 2006, J PRAGMATICS, V38, P321, DOI 10.1016/j.pragma.2005.04.010.
   Benton SL, 2013, ASSESS EVAL HIGH EDU, V38, P377, DOI 10.1080/02602938.2011.636799.
   Bibliographic references AIIC Training Committee, 2006, C INT TRAIN PROGR BE.
   BOWEN-BAILEY Doug, 2012, ED HEALTHCARE INTERP, P131.
   Boyd M. S., 2010, INTERPRETERSNEWSLETT, V15, P51.
   Brantmeier C, 2012, SYSTEM, V40, P144, DOI 10.1016/j.system.2012.01.003.
   Brantmeier C, 2008, SYSTEM, V36, P456, DOI 10.1016/j.system.2008.03.001.
   Brown NA, 2014, FOREIGN LANG ANN, V47, P261, DOI 10.1111/flan.12082.
   Butler YG, 2006, MOD LANG J, V90, P506, DOI 10.1111/j.1540-4781.2006.00463.x.
   Cenkova I, 1994, BENJAMIN TRANSL LIB, V2, P227.
   CERVATO Emanuela, 2014, PERSPECTIVES, V3, P191.
   Chan CHY, 2014, COMPUT ASSIST LANG L, V27, P454, DOI 10.1080/09588221.2013.770034.
   Chan CHY, 2013, PERSPECT STUD TRANSL, V21, P358, DOI 10.1080/0907676X.2012.657654.
   Chen J, 2009, INTERPRET TRANSL TRA, V3, P257, DOI 10.1080/1750399X.2009.10798791.
   Clarence DAVIS, 2004, STUDIES TRANSLATION, V9, P81.
   Clifford A, 2001, META, V46, P365, DOI 10.7202/002345ar.
   COOK G, 1998, ELT J, V52, P57, DOI DOI 10.1093/ELT/52.1.57.
   Cubillos JH, 2008, FOREIGN LANG ANN, V41, P157, DOI 10.1111/j.1944-9720.2008.tb03284.x.
   Davidson B., 2000, J SOCIOLING, V4, P379, DOI {[}10.1111/1467-9481.00121, DOI 10.1111/1467-9481.00121].
   Ricoy RD, 2010, J SPEC TRANSL, P100.
   Donovan C, 2008, FORUM-REV INT INTERP, V6, P35, DOI 10.1075/forum.6.1.02don.
   Drugan J., 2013, QUALITY PROFESSIONAL.
   EHRENSBERGER-DOW Maureen, 2015, CONSTRUCTING TRANSLA, P27.
   Ellis R., 2003, TASK BASED LANGUAGE.
   Fernandez F, 2012, PERSPECT STUD TRANSL, V20, P463, DOI 10.1080/0907676X.2011.629730.
   Gile D., 2009, BASIC CONCEPTS MODEL, DOI {[}DOI 10.1075/BTL.8, 10.1075/btl.8].
   GILLIES Andrew, 2013, C INTERPRETING.
   GONZALEZ DAVIES Maria, 2012, COMMUNICATION.
   Gonzalez-Davies M., 2006, ENCY LANGUAGE LINGUI, P81.
   GRANDY Jerilee, 1985, ORAL LANGUAGE PROFIC.
   Hansen I., 2007, INTERPRETING, V9, P95, DOI DOI 10.1075/INTP.9.1.06GOR.
   Hatim Basil., 1990, DISCOURSE TRANSLATOR.
   Hattie JAC, 2009, VISIBLE LEARNING: A SYNTHESIS OF OVER 800 META-ANALYSES RELATING TO ACHIEVEMENT, P1.
   Hyang-OkLim, 2003, {[}Interpretation and Translation, 통역과 번역], V5, P149.
   Ibrahim-Gonzalez N, 2011, J SPEC TRANSL, P224.
   Kim M., 2013, ROUTLEDGE HDB TRANSL, P102.
   Kiraly D, 2005, META, V50, P1098, DOI 10.7202/012063ar.
   Kiraly D., 2000, SOCIAL CONSTRUCTIVIS.
   KIRALY Don, 2015, AUTHENTIC EXPERIENTI, P53.
   Kirkpatrick D., 2006, EVALUATING TRAINING.
   Ko L, 2008, META, V53, P814, DOI 10.7202/019649ar.
   Kurz I., 1989, THEOR PRACT ISSUES J, P213.
   Lappin-Fortin K, 2014, FOREIGN LANG ANN, V47, P300, DOI 10.1111/flan.12083.
   Lave Jane., 1991, SITUATED LEARNING LE.
   LEBLANC R, 1985, TESOL QUART, V19, P673, DOI 10.2307/3586670.
   Lee Migyong, 2005, C INTERPRETATION TRA, V7, P99.
   Leger DD, 2009, FOREIGN LANG ANN, V42, P158.
   Leveson L., 2000, IND HIGHER EDUC, V14, P157, DOI {[}https://doi.org/10.5367/000000000101295002, DOI 10.5367/000000000101295002].
   Lin W., 2013, T I REV, V3, P145, DOI DOI 10.22962/TNIRVW.2013.3.006.
   Mackenzie Rosemary, 2004, TRANSLATION UNDERGRA, P31.
   Mandilas A, 2014, EDUC TRAIN, V56, P776, DOI 10.1108/ET-12-2013-0138.
   Mayor M. J. B., 2007, BABEL, V53, P292, DOI {[}10.1075/babel.53.4.01may, DOI 10.1075/BABEL.53.4.01MAY].
   McLellan H., 1996, SITUATED LEARNING PE, P5.
   NAPIER Jemina, 2006, LANG CULT CURRIC, V19, P251, DOI DOI 10.1080/07908310608668766.
   NAPIER Jemina, 2015, INTERPRETER ED DIGIT.
   Baxter RN, 2012, INTERPRET TRANSL TRA, V6, P21.
   PEIRCE BN, 1993, APPL LINGUIST, V14, P25, DOI 10.1093/applin/14.1.25.
   PELLATT Valerie, 2010, TEACHING TESTING INT, P131.
   PIOTROWSKA Maria, 2015, CONSTRUCTING TRANSLA, P13.
   Pochhacker Franz., 2016, INTRO INTERPRETING S, DOI 10.4324/9781315649573.
   Prefontaine Y, 2013, CAN MOD LANG REV, V69, P324, DOI 10.3138/cmlr.1748.
   Ross J., 2006, PRACT ASSESS RES EVA, V11, P1, DOI {[}https://doi.org/10.7275/9wph-vv65, DOI 10.7275/9WPH-VV65].
   Ross S., 1998, LANG TEST, V15, P1, DOI DOI 10.1177/026553229801500101.
   Sandrelli A, 2007, INTERPRET TRANSL TRA, V1, P269, DOI 10.1080/1750399X.2007.10798761.
   Sawyer David, 2004, FUNDAMENTAL ASPECTS.
   Schnell B, 2017, INTERPRET TRANSL TRA, V11, P160, DOI 10.1080/1750399X.2017.1344920.
   SHAMEEM N, 1998, LANG TEST, V15, P86, DOI DOI 10.1177/2F026553229801500104.
   STEYN Dini, 2000, CRITICAL LINK 2 INTE, P83.
   THELEN Marcel, 2016, TRANSLATION MEANING, V1, P79.
   THIERY Christopher, 1990, INTERPRETING YESTERD, P40.
   Tsuruta C, 2011, FORUM-REV INT INTERP, V9, P103, DOI 10.1075/forum.9.2.05tsu.
   Tymczynska M, 2009, J SPEC TRANSL, P148.
   VIAGGIO Sergio, 1999, QUALITY FORUM 1997, P101.
   VIAGGIO Sergio, 2002, INTERPRETING 21 CENT, P229, DOI DOI 10.1075/BTL.43.23VIA.
   Wilson BG, 2000, THEORETICAL FOUNDATIONS OF LEARNING ENVIRONMENTS, P57.
   WOLOCHUK Alexandria, 2009, THESIS.},
Number-of-Cited-References = {89},
Times-Cited = {0},
Usage-Count-Last-180-days = {5},
Usage-Count-Since-2013 = {27},
Journal-ISO = {Onomazein},
Doc-Delivery-Number = {IJ0NP},
Web-of-Science-Index = {Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)},
Unique-ID = {WOS:000475597100006},
OA = {Green Submitted},
DA = {2023-10-02},
}

@article{ WOS:000489151600011,
Author = {Yakovleva, Alexandra},
Title = {DUTCH-RUSSIAN INTERPRETING: TECHNIQUES AND M ETHOLOGICAL ISSUES OF
   TEACHING UNDERGRADUATE STUDENTS},
Journal = {SKANDINAVSKAYA FILOLOGIYA},
Year = {2019},
Volume = {17},
Number = {1},
Pages = {178-185},
Abstract = {The Dutch-Russian language pair in terms of interpretation and its
   teaching to undergraduate students shows a typical picture not only for
   Germanic, but also for most European languages. Nevertheless, there are
   a number of problematic issues, both objective and subjective, typical
   of the language pair and also, probably, of other ``small{''} Germanic
   languages, which include the Scandinavian ones. Objective difficulties -
   not dependent on the translator include: 1) the geography of the
   language region and its dialect specificity; 2) the widest possible
   range of potential topics for interpreter and, as a result, the
   inability to specialize; 3) ``torn{''} work schedule of the translator;
   4) insufficient quantity and quality of dictionaries and parallel texts
   on narrow topics; 5) a limited number of hours at the university for the
   development of interpretation skills. The subjective - the so-called
   translator problems - include: 1) poor language skills (both foreign and
   native); 2) lack of oral interpreting skills (both consecutive and
   simultaneous); 3) lack of general communication skills; 4) limited
   opportunities for practice. A detailed consideration of each of the
   above aspects is aimed at developing a common strategy for optimally
   overcoming the objective difficulties of interpretation, on the one
   hand, and, on the other hand, creating a plan to optimize the process of
   learning interpretation in a specialized university, in order to
   eliminate the limitations of subjective nature.},
Publisher = {ST PETERSBURG UNIV PRESS},
Address = {6TH LINE VO, 11, ST PETERSBURG, 199004, RUSSIA},
Type = {Article},
Language = {Dutch},
Affiliation = {Yakovleva, A (Corresponding Author), St Petersburg State Univ, 7-9 Univ Skaya Nab, St Petersburg 199034, Russia.
   Yakovleva, Alexandra, St Petersburg State Univ, 7-9 Univ Skaya Nab, St Petersburg 199034, Russia.},
DOI = {10.21638/11701/spbu21.2019.111},
ISSN = {0202-2397},
EISSN = {2618-9518},
Keywords = {interpreting; consecutive interpretation; simultaneous interpretation;
   methods of teaching oral translation; curriculum development},
Research-Areas = {Arts \& Humanities - Other Topics},
Web-of-Science-Categories  = {Humanities, Multidisciplinary},
Author-Email = {yakosasha@gmail.com},
Affiliations = {Saint Petersburg State University},
ResearcherID-Numbers = {Grigoryeva, Anastasia/AAN-9096-2020},
Cited-References = {Alexeeva I. S., 2004, PROFESSIONALNYJ TREN.
   {[}Anonymous], 2007, THEMANUMMER CORPUS G, V12.
   De Decker Benny, 2015, TAAL TONGVAL, V67, P1, DOI {[}10.5117/TET2015.1.DECK, DOI 10.5117/TET2015.1.DECK].
   Latyshev L.K., 1999, STRUKTURA SODERZHANI.
   Lybaert Chloe, 2015, TAAL TONGVAL, V67, P97.
   Sciarone A. G., 2004, BASISCURSUS NEDERLAN.},
Number-of-Cited-References = {6},
Times-Cited = {0},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {2},
Journal-ISO = {Skand. Filol.},
Doc-Delivery-Number = {JC3BM},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:000489151600011},
OA = {gold},
DA = {2023-10-02},
}

@article{ WOS:000210349000006,
Author = {Andjelic, Jasmina Tatar},
Title = {Legal interpreting in Montenegro in view of its EU accession: diagnosis
   and proposals of necessary modifications},
Journal = {MONTI},
Year = {2015},
Volume = {7},
Pages = {141-162},
Abstract = {The aim of this paper is to analyze the current situation in the field
   of court interpreting in Montenegro, from both a normative and a
   practical point of view, in the light of future EU accession. Following
   the assertion that there is an increasing need for quality
   interpretation and the description of an ideal court interpreter, this
   paper presents the situation at the national level, relying upon the
   existing legislation in force. It is noted that Montenegrin legislation
   is generally harmonized with the EU Directive 2010/64/EU, but there is
   an issue of terminology that results in an unclear distinction between
   interpretation and translation. This paper proposes several solutions in
   order to define more detailed criteria for the selection of
   interpreters, form and content of the exam, necessity of organizing
   specialized training, introduction of a reliable system of quality
   control and establishment of a representative professional association.},
Publisher = {UNIV ALICANTE, DEPT TRADUCCION \& INTERPRETACION},
Address = {CARRETERA SAN VICENTE RASPEIG S-N, 03690 SAN VICENTE RASPEIG, ALICANTE,
   00000, SPAIN},
Type = {Article},
Language = {French},
Affiliation = {Andjelic, JT (Corresponding Author), Univ Montenegro, Fac Philosophy Niks, Dept French language \& Literature, Podgorica, Montenegro.
   Andjelic, Jasmina Tatar, Univ Montenegro, Fac Philosophy Niks, Dept French language \& Literature, Podgorica, Montenegro.},
DOI = {10.6035/MonTI.2015.7.5},
ISSN = {1889-4178},
EISSN = {1989-9335},
Keywords = {Legal interpretation; Court interpreting; Translation; EU accession;
   Interpreting skills},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics},
Author-Email = {jtatar@t-com.me},
Affiliations = {University of Montenegro},
Cited-References = {{[}Anonymous], 2008, SLUZBENI LIST CRNE G, V31, P31.
   {[}Anonymous], 2009, SLUZBENI LIST CRNE G.
   {[}Anonymous], SLUZBENI LIST RCG.
   Divers auteurs (Direction generale de l'interpretation Commission des communautes europeennes), 2009, FOR REFL MULT FORM I.
   Divers auteurs (Ministere des Affaires etrangeres du Montenegro), 2013, PREG POZ CRNE GOR ME.
   Divers auteurs (Universite Sorbonne Nouvelle - Paris 3), CONT ENS EC SUP INT.
   Driesen CJ, 2011, FORUM-REV INT INTERP, V9, P139, DOI 10.1075/forum.9.2.07dri.
   Driesen Christiane J., 2014, INTERVENTION CHRISTI.
   EULITA, 2013, COD ETH PROF EULITA.
   Seleskovitch Claire, 2008, INTERPRETATION JUDIC.},
Number-of-Cited-References = {10},
Times-Cited = {0},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {2},
Journal-ISO = {MonTI},
Doc-Delivery-Number = {V53HR},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:000210349000006},
OA = {Green Submitted, Bronze},
DA = {2023-10-02},
}

@incollection{ WOS:000575666900023,
Author = {Ho, George},
Book-Author = {Cui, Y
   Zhao, W},
Title = {Adapting Translator and Interpreter Training to the Job Market},
Booktitle = {HANDBOOK OF RESEARCH ON TEACHING METHODS IN LANGUAGE TRANSLATION AND
   INTERPRETATION},
Series = {Advances in Educational Technologies and Instructional Design Book
   Series},
Year = {2015},
Pages = {377-396},
Abstract = {This chapter discusses the issue of Translation and Interpreting (T\&I)
   education in the global age. Its focus pivots on why, what, and how to
   train T\&I students for the job market. In order to facilitate global
   trade and communication, the majority of T\&I students ought to be
   trained as T\&I practitioners or other language professionals instead of
   researchers of translation studies. Accordingly, the designing and
   structuring of the T\&I curricula should be closely linked to the
   practice of translating and interpreting in the real world so that T\&I
   students will enjoy their study at school, as well as the pathways paved
   for their future career. The methodology advanced by Kiraly (1995, 2003)
   based on the principles of cognitive apprenticeship is recommended, as
   it is closely related to translating and interpreting practice and helps
   T\&I students effectively acquire the translating and interpreting
   skills employed in the T\&I profession.},
Publisher = {INFORMATION SCIENCE REFERENCE},
Address = {701 E CHOCOLATE AVE, HERSHEY, PA, UNITED STATES},
Type = {Article; Book Chapter},
Language = {English},
Affiliation = {Ho, G (Corresponding Author), Wenzao Ursuline Univ Languages, Dept Translat \& Interpreting, Kaohsiung, Taiwan.
   Ho, George, Wenzao Ursuline Univ Languages, Dept Translat \& Interpreting, Kaohsiung, Taiwan.
   Ho, George, Wenzao Ursuline Univ Languages, Grad Inst Multilingual Translat \& Interpreting GI, Kaohsiung, Taiwan.},
DOI = {10.4018/978-1-4666-6615-3.ch020},
ISSN = {2326-8905},
EISSN = {2326-8913},
ISBN = {978-1-4666-6616-0; 978-1-4666-6615-3},
Research-Areas = {Education \& Educational Research; Linguistics},
Web-of-Science-Categories  = {Education \& Educational Research; Linguistics},
Cited-References = {{[}Anonymous], 2001, TRANSLATION HONG KON.
   {[}Anonymous], 2003, IVORY TOWER RETHINKI, DOI DOI 10.1075/ATA.XII.08JOH.
   {[}Anonymous], 2010, WHY TRANSLATION STUD, DOI DOI 10.1075/BTL.88.21GIL.
   {[}Anonymous], 2000, LIVING THIN AIR NEW.
   Baer B. J., 2003, IVORY TOWER RETHINKI, pvii, DOI {[}10.1075/ata.xii.01bae, DOI 10.1075/ATA.XII.01BAE].
   Chau S. S., 1984, THESIS U EDINBURGH E.
   FINLAY IF, 1971, TRANSLATING.
   Hermans T., 1999, TRANSLATION NORMS, P133.
   Ho G., 2008, GLOBALIZATION TRANSL.
   Kiraly D. C., 2003, IVORY TOWER RETHINKI, P3.
   Kiraly Donald C., 1995, PATHWAYS TRANSLATION.
   Li D., 2000, TARGET-NETH, V12, P127.
   Newmark P., 2000, TRANSLATION GLOBAL V, P60.
   Nida E., 1997, CHANGING SCENE WORLD, P9, DOI 10.1075/ ata.ix.04nid.
   Nida EA, 2000, BENJAMIN TRANSL LIB, V32, P3.
   Robinson Douglas, 1997, BECOMING TRANSLATOR.
   Toury Gideon., DESCRIPTIVE TRANSLAT, DOI 10.1075/btl.100.},
Number-of-Cited-References = {17},
Times-Cited = {0},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {0},
Doc-Delivery-Number = {BQ1GG},
Web-of-Science-Index = {Book Citation Index – Social Sciences & Humanities (BKCI-SSH)},
Unique-ID = {WOS:000575666900023},
DA = {2023-10-02},
}

@article{ WOS:000438317300006,
Author = {Isabel Abril Marti, Ma},
Title = {Interpreting in Gender Violence Settings: the Spanish Case},
Journal = {TRANS-REVISTA DE TRADUCTOLOGIA},
Year = {2015},
Number = {19},
Pages = {77-94},
Abstract = {Official statistics show that the prevalence of gender-based violence
   (GV) in Spain is twice as high among foreign women, who are particularly
   vulnerable to this type of violence for different reasons. Spanish
   authorities have taken measures aimed at creating a comprehensive system
   of public resources to meet the needs of victims. However, if many GV
   victims fail to come forward for help for different reasons, foreign
   victims must also face language barriers. The current official support
   network does not include specific language services for these women, and
   interpreting in gv cases follows the pattern of Public Service
   Interpreting (PSI), which means that communication problems are solved
   with non-professional solutions more often than not. Against this
   background, this paper will discuss the particular complexity of
   communication in gv contexts which demands that interpreters develop
   specific competences. Without the proper qualification of interpreters
   and professionalisation of language services, foreign victims of gv can
   be revictimised by the very same system envisaged to guarantee the
   rights and safety of all women, regardless of their nationality,
   national or ethnic origin, race, religion, or other status.},
Publisher = {UNIV MALAGA, FAC FILOSOFIA \& LETRAS},
Address = {CAMPUS TEATINOS, MALAGA, 29071, SPAIN},
Type = {Article},
Language = {Spanish},
Affiliation = {Marti, MIA (Corresponding Author), Univ Granada, Proyecto SOS VICS, Granada, Spain.
   Isabel Abril Marti, Ma, Univ Granada, Proyecto SOS VICS, Granada, Spain.},
ISSN = {1137-2311},
EISSN = {2603-6967},
Keywords = {Gender-based violence; public service interpreting; training;
   interpreting competence; professionalization},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Language \& Linguistics},
Affiliations = {University of Granada},
Cited-References = {Abraham Diane, 2000, CRITICAL LINK 2 INTE, P165.
   Abril Marti I., 2011, INMIGRACION CRISIS E, P835.
   Abril Marti I., 2008, INVESTIGACION PRACTI.
   Abril Marti I., 2006, THESIS.
   Abril Marti I., 2015, MEDIACION LINGUISTIC.
   Amnistia Internacional, 2007, MAS RIESG MEN PROT M.
   Amnistia Internacional, 2012, QUE JUST ESP SIET AN.
   Arumi Ribas M., 2015, INTERPRETACION CONTE, P237.
   Cala Carrillo M. J., 2012, RENUNCIA CONTINUAR P.
   Cambridge J., 2002, TRADUCCION INTERPRET, P119.
   Cambridge J, 2012, PSYCHIATR BULL, V36, P121, DOI 10.1192/pb.bp.110.031211.
   Citizenship and Immigration Canada, 2010, LANG INT PROJ DEV GU.
   Consejo de Europa, 2011, TREATY SERIES.
   Consejo General del Poder Judicial, 2011, INF VICT MORT VIOL G.
   Del Pozo Maribel, 2013, CUADERNOS ALDEEU, V5, P109.
   Del Pozo Trivino Maribel, 2014, COMUNICACION ENTRE P.
   Delegacion del Gobierno para la Violencia de Genero, 2011, MACR VIOL GEN 2011.
   FRA, 2014, VIOL WOM EU WID SURV.
   Hale S., 2011, BREAKING LANGUAGE BA.
   Herraez O., 2009, CRITICAL LINK 5 QUAL, P149.
   Huelgo V., 2006, PROTEUS, Vxv, P4.
   Kelly D., 2005, HDB TRANSLATOR TRAIN.
   Lopez Reusch E, 2007, MUJERES INMIGRANTES.
   Lorente Acosta M., 2006, 2 C OBS VIOL DOM GEN.
   Ministerio de Sanidad Servicios Sociales e Igualdad, 2013, ESTRAT NAC ERR VIOL.
   Mojica Lopez E., 2014, FITISPOS INT J, V1, P169.
   Molina Gutierrez M., 2006, TRANSLATION J, V10.
   NU (Naciones Unidas), 1995, DECL PLAT ACC BEIJ.
   NU (Naciones Unidas), 1993, DECL EL VIOL MUJ.
   Oda Melanie, 2003, CRITICAL LINK 3 INTE, P147.
   Ortega Herraez Juan Miguel, 2010, INTERPRETAR JUSTICIA.
   Perez Freire S., 2015, LA INTERPRETACION EN, P25.
   Polzin J., 2007, THE ATA CHRONICLE, P22.
   Raga F., 2006, RETOS SIGLO 21 LINGU.
   Roat C., 1999, BRIDGING GAP BASIC T.
   Toledano Buendia C., 2015, MONTI, V2, P139, DOI DOI 10.6035/MONTI.2015.NE2.5.
   Toledano Buendia C., 2012, ACT 2 JORN INV FEM A, P33.},
Number-of-Cited-References = {37},
Times-Cited = {0},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {1},
Journal-ISO = {Trans.-Rev. Trad.},
Doc-Delivery-Number = {VE0PY},
Web-of-Science-Index = {Emerging Sources Citation Index (ESCI)},
Unique-ID = {WOS:000438317300006},
DA = {2023-10-02},
}

@incollection{ WOS:000357623300006,
Author = {Stahl, Jaroslav},
Editor = {Bohusova, Z and Hutkova, A},
Title = {Do Slovak interpreter students speak good Slovak?},
Booktitle = {GEGENWARTIGE TRANSLATIONSWISSENSCHAFT IN DER SLOWAKEI},
Series = {Translationswissenschaft und ihre Zusammenhange},
Year = {2013},
Volume = {5},
Pages = {105-114},
Abstract = {The study reveals a topical issue in interpreter students' education:
   Good proficiency in their mother tongue, which is often underestimated
   and overlooked. The so called A language isfundamental to future
   interpreting skills since the adept can best express any shade of
   meaning, correctly perceived in the source code C naturally and well
   understandable for Slovak listeners and/or clients. In this context, the
   most frequent problems are analyzed and reasons for starting
   interpreting training in the C -> A direction are stated. The findings
   are also supported by opinions among experienced professional
   interpreters on the Slovak and other markets. In conclusion, a list of
   university departments and institutes of interpretation providing
   training in the respective mother (first) tongue is included.},
Publisher = {PRAESENS VERLAG},
Address = {WEHLISTRABE 154-12, VIENNA, 1020, AUSTRIA},
Type = {Article; Book Chapter},
Language = {German},
Affiliation = {Stahl, J (Corresponding Author), Comenius Univ, Philosoph Fak, Bratislava, Slovakia.
   Comenius Univ, Philosoph Fak, Bratislava, Slovakia.},
ISBN = {978-3-7069-0779-8},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics; Language \& Linguistics},
Author-Email = {keistahlj@slovanet.sk},
Affiliations = {Comenius University Bratislava},
ResearcherID-Numbers = {Stahl, Jaroslav/AAE-1993-2019},
Cited-References = {{[}Anonymous], 1998, C INTERPRETING EXPLA.
   BOHUSOVA Zuzana, 2011, TEXTU PREKLADU, P21.
   KAUTZ Ulrich, 2000, HDB DIDAKTIK UBERSET.
   MAKAROVA Viera, 2004, TLMOCENIE HRANICNA O.
   NOVAKOVA Taida, 2012, KONTEXTY SUDNEHO PRE, P85.
   RABEKOVA Sona, 2008, UVOD TEORIE PRAXE DI, P36.},
Number-of-Cited-References = {6},
Times-Cited = {0},
Usage-Count-Last-180-days = {0},
Usage-Count-Since-2013 = {1},
Doc-Delivery-Number = {BD0SC},
Web-of-Science-Index = {Book Citation Index – Social Sciences & Humanities (BKCI-SSH)},
Unique-ID = {WOS:000357623300006},
DA = {2023-10-02},
}

@article{ WOS:000286216800011,
Author = {van Dyk, Jeanne},
Title = {Multilingual news websites as a resource for interpreter training},
Journal = {SOUTHERN AFRICAN LINGUISTICS AND APPLIED LANGUAGE STUDIES},
Year = {2010},
Volume = {28},
Number = {3},
Pages = {291-297},
Month = {DEC},
Abstract = {The information technology revolution can substantially support and
   serve interpreter training. Whether the main purpose is acquiring
   interpreting skills or developing communication competence, the use of
   multilingual news websites is a very economical method to prepare
   students for the subsequent consecutive and simultaneous interpreting
   techniques. Initially, but also throughout the entire training period,
   interpreting students are exposed to several complementary interpreting
   techniques, the most common of which are oral summaries, sight
   translations and reformulations. By using Internet resources, all three
   of these techniques can be practiced in one oral translation method. The
   method can be divided into three stages: a contextualisation stage,
   sight translation stage and reinforcement stage. Each stage contains
   several steps that can be used flexibly. It proves particularly useful
   in the context of interpreter training in South Africa at the university
   I represent, as it enables students to acquire valuable general
   knowledge and improve their working languages while learning
   interpretation skills. This article aims to underscore the benefits of
   using multilingual news websites in interpreting training. It proposes a
   teaching method and a pedagogical application of sight translation
   practice, with brief examples taken from French, German, Spanish and
   English translation combinations.},
Publisher = {NATL INQUIRY SERVICES CENTRE PTY LTD},
Address = {19 WORCESTER STREET, PO BOX 377, GRAHAMSTOWN 6140, SOUTH AFRICA},
Type = {Article},
Language = {English},
Affiliation = {van Dyk, J (Corresponding Author), Univ Pretoria, Dept Modern European Languages, Lynwood Rd, ZA-0002 Pretoria, South Africa.
   Univ Pretoria, Dept Modern European Languages, ZA-0002 Pretoria, South Africa.},
DOI = {10.2989/16073614.2010.545031},
Article-Number = {PII 931553563},
ISSN = {1607-3614},
Research-Areas = {Linguistics},
Web-of-Science-Categories  = {Linguistics; Language \& Linguistics},
Author-Email = {jeanne.vandyk@up.ac.za},
Affiliations = {University of Pretoria},
Cited-References = {{[}Anonymous], 1968, INTERPRETE C INT PRO.
   {[}Anonymous], EURONEWS.
   {[}Anonymous], 1963, PROBLEMES THEORIQUES.
   Chuquet Helene, 1987, APPROCHE LINGUISTIQU.
   DEJEAN LK, 1987, FRANCAIS MONDE   AOU, P107.
   Guillemin-Flescher Jacqueline, 1981, SYNTAXE COMP FRANCAI.
   Jones R., 2002, C INTERPRETING EXPLA.
   Lederer M., 1994, TRADUCTION AUJOURDHU.
   Michel BALLARD, 1987, TRADUCTION ANGLAIS F.
   Reiss Katharina, 1984, GRUNDLEGUNG ALLGEMEI.
   Seleskovitch D., 1984, INTERPRETER TRADUIRE.
   Van Hoof H., 1989, TRADUIRE ANGLAIS THE.
   VANDYK J, 2007, THESIS U PRETORIA PR.
   VANDYK J, 2009, TRANSLATION 2 LANGUA, P213.
   Vinay Jean-Paul., 1958, STYLISTIQUE COMP FRA.
   2009, EURONEWS        0422.},
Number-of-Cited-References = {16},
Times-Cited = {0},
Usage-Count-Last-180-days = {3},
Usage-Count-Since-2013 = {20},
Journal-ISO = {South. Afr. Linguist. Appl. Lang.},
Doc-Delivery-Number = {706KH},
Web-of-Science-Index = {Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)},
Unique-ID = {WOS:000286216800011},
DA = {2023-10-02},
}
